雅思阅读考试:Reviving autopsy
剑桥雅思阅读翻译及答案解析11(test4)
剑桥雅思阅读翻译及答案解析11(test4)剑桥雅思阅读部分的题目可以进行一些分类总结,因为考试的常见内容一般都会在下次考试中出现的。
下面就是今天小编给大家带来的剑桥雅思阅读11原文(test4)的内容,希望能够帮助同学们备考雅思考试。
剑桥雅思阅读11原文(test4)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Research using twinsTo biomedical researchers all over the world, twins offer a precious opportunity to untangle the influence of genes and the environment —of nature and nurture. Because identical twins come from a single fertilized egg that splits into two, they share virtually the same genetic code. Any differences between them — one twin having younger looking skin, for example — must be due to environmental factors such as less time spent in the sun.Alternatively, by comparing the experiences of identical twins with those of fraternal twins, who come from separate eggs and share on average half their DNA, researchers can quantify the extent to which our genes affect our lives. If identical twins are more similar to each other with respect to an ailment than fraternal twins are, then vulnerability to the disease must be rooted at least in part in heredity.These two lines of research —studying the differences between identical twins to pinpoint the influence of environment, and comparing identical twins with fraternal ones to measure the role of inheritance —have been crucial to understanding the interplay of nature and nurture in determining our personalities,behavior, and vulnerability to disease.The idea of using twins to measure the influence of heredity dates back to 1875, when the English scientist Francis Galton first suggested the approach (and coined the phrase ‘nature and nurture’). But twin studies took a surprising twi st in the 1980s, with the arrival of studies into identical twins who had been separated at birth and reunited as adults. Over two decades 137 sets of twins eventually visited Thomas Bouchard’s lab in what became known as the Minnesota Study of Twins Reared Apart. Numerous tests were carried out on the twins, and they were each asked more than 15,000 questions.Bouchard and his colleagues used this mountain of data to identify how far twins were affected by their genetic makeup. The key to their approach was a statistical concept called heritability. In broad terms, the heritability of a trait measures the extent to which differences among members of a population can be explained by differences in their genetics. And wherever Bouchard and other scientists looked, it seemed, they found the invisible hand of genetic influence helping to shape our lives.Lately, however, twin studies have helped lead scientists to a radical new conclusion: that nature and nurture are not the only elemental forces at work. According to a recent field called epigenetics, there is a third factor also in play, one that in some cases serves as a bridge between the environment and our genes, and in others operates on its own to shape who we are.Epigenetic processes are chemical reactions tied to neither nature nor nurture but representing what researchers have called a ‘third component’. These reactions influence how our genetic code is expressed: how each gene is strengthened or weakened, even turned on or off, to build our bones, brains andall the other parts of our bodies.If you think of our DNA as an immense piano keyboard and our genes as the keys — each key symbolizing a segment of DNA responsible for a particular note, or trait, and all the keys combining to make us who we are — then epigenetic processes determine when and how each key can be struck, changing the tune being played.One way the study of epigenetics is revolutionizing our understanding of biology is by revealing a mechanism by which the environment directly impacts on genes. Studies of animals, for example, have shown that when a rat experiences stress during pregnancy, it can cause epigenetic changes in a fetus that lead to behavioral problems as the rodent grows up. Other epigenetic processes appear to occur randomly, while others are normal, such as those that guide embryonic cells as they become heart, brain, or liver cells, for example.Geneticist Danielle Reed has worked with many twins over the years and thought deeply about what twin studies have taught us. ‘It’s very clear when you look at twins that much of what they share is hardwired,’ she says. ‘Many things about them are absolutely the same and unalterable. But it’s also clear, when you get to know them, that other things about them are different. Epigenetics is the origin of a lot of those differences, in my view.’Reed credits Thomas Bouchard’s work for today’s surge in twin studies. ‘He was the trailblazer,’ she says. ‘We forget that 50 years ago things like heart disease were thought to be caused entirely by lifestyle. Schizophrenia was thought to be due to poor mothering. Twin studies have allowed us to be more reflective about what people are actually born with and what’s caused byexperience.’Having said that, Reed adds, the latest work in epigenetics promises to take our understanding even further. ‘What I like to say is that nature writes some things in pencil and some things in pen,’ she says. Things written in pen you can’t change. That’s DNA. But things written in pencil you can. That’s epigenetics. Now that we’re actually able to look at the DNA and see where the pencil writings are, it’s sort of a whole new world.’Questions 1-4Do the following statements agree with the information given in Reading Passage 1?In boxes 1-4 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 There may be genetic causes for the differences in how young the skin of identical twins looks.2 Twins are at greater risk of developing certain illnesses than non-twins.3 Bouchard advertised in newspapers for twins who had been separated at birth.4 Epigenetic processes are different from both genetic and environmental processes.Questions 5-9Look at the following statements (Questions 5-9) and the list of researchers below.Match each statement with the correct researcher, A, B or C.Write the correct letter, A, B or C, in boxes 5-9 on your answer sheet.NB You may use any letter more than once.List of ResearchersA Francis GaltonB Thomas BouchardC Danielle Reed5 invented a term used to distinguish two factors affecting human characteristics6 expressed the view that the study of epigenetics will increase our knowledge7 developed a mathematical method of measuring genetic influences8 pioneered research into genetics using twins9 carried out research into twins who had lived apartQuestions 10-13Complete the summary using the list of words, A-F, below.Write the correct letter, A-F, in boxes 10-13 on your answer sheet.Epigenetic processesIn epigenetic processes, 10 __________ influence the activity of our genes, for example in creating our internal 11 __________ The study of epigenetic processes is uncovering a way in which our genes can be affected by our 12 __________ One example is that if a pregnant rat suffers stress, the new-born rat may later show problems in its 13 __________.A nurtureB organsC codeD chemicalsE environmentF behaviour/behaviorREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.An Introduction to Film SoundThough we might think of film as an essentially visual experience, we really cannot afford to underestimate the importance of film sound. A meaningful sound track is often as complicated as the image on the screen, and is ultimately just as much the responsibility of the director. The entire sound track consists of three essential ingredients: the human voice, sound effects and music. These three tracks must be mixed and balanced so as to produce the necessary emphases which in turn create desired effects. Topics which essentially refer to the three previously mentioned tracks are discussed below. They include dialogue, synchronous and asynchronous sound effects, and music.Let us start with dialogue. As is the case with stage drama, dialogue serves to tell the story and expresses feelings and motivations of characters as well. Often with film characterization the audience perceives little or no difference between the character and the actor. Thus, for example, the actor Humphrey Bogart is the character Sam Spade; film personality and life personality seem to merge. Perhaps this is because the very texture of a performer’s voice supplies an eleme nt of character.When voice textures fit the performer’s physiognomy and gestures, a whole and very realistic persona emerges. The viewer sees not an actor working at his craft, but another human being struggling with life. It is interesting to note that how dialogue is used and the very amount of dialogue used varies widely among films. For example, in the highly successful science-fiction film 2001, little dialogue was evident, and most of it was banal and of little intrinsic interest. In this way the film-maker was able to portray what Thomas Sobochack and Vivian Sobochack call, in An Introduction to Film, the ‘inadequacy of human responseswhen compared with the magnificent technology created by man and the visual beauties of the universe’.The comedy Bringing Up Baby, on the other hand, presents practically non-stop dialogue delivered at breakneck speed. This use of dialogue underscores not only the dizzy quality of the character played by Katherine Hepburn, but also the absurdity of the film itself and thus its humor. The audience is bounced from gag to gag and conversation to conversation; there is no time for audience reflection. The audience is caught up in a whirlwind of activity in simply managing to follow the plot. This film presents pure escapism — largely due to its frenetic dialogue.Synchronous sound effects are those sounds which are synchronized or matched with what is viewed. For example, if the film portrays a character playing the piano, the sounds of the piano are projected. Synchronous sounds contribute to the realism of film and also help to create a particular atmosphere. For example, the ‘click’ of a door being opened may simply serve to convince the audience that the image portrayed is real, and the audience may only subconsciously note the expected sound. However, if the ‘click’ of an opening door is part of an ominous action such as a burglary, the sound mixer may call attention to the ‘click’ with an increase in volume; this helps to engage the audience in a moment of suspense.Asynchronous sound effects, on the other hand, are not matched with a visible source of the sound on screen. Such sounds are included so as to provide an appropriate emotional nuance, and they may also add to the realism of the film. For example, a film-maker might opt to include the background sound of an ambulance’s siren while the foreground sound and image portrays an arguing couple. The asynchronous ambulancesiren underscores the psychic injury incurred in the argument; at the same time the noise of the siren adds to the realism of the film by acknowledging the film’s city setting.We are probably all familiar with background music in films, which has become so ubiquitous as to be noticeable in its absence. We are aware that it is used to add emotion and rhythm. Usually not meant to be noticeable, it often provides a tone or an emotional attitude toward the story and/or the characters depicted. In addition, background music often foreshadows a change in mood. For example, dissonant music may be used in film to indicate an approaching (but not yet visible) menace or disaster.Background music may aid viewer understanding by linking scenes. For example, a particular musical theme associated with an individual character or situation may be repeated at various points in a film in order to remind the audience of salient motifs or ideas.Film sound comprises conventions and innovations. We have come to expect an acceleration of music during car chases and creaky doors in horror films. Yet, it is important to note as well that sound is often brilliantly conceived. The effects of sound are often largely subtle and often are noted by only our subconscious minds. We need to foster an awareness of film sound as well as film space so as to truly appreciate an art form that sprang to life during the twentieth century — the modern film.Questions 14-18Choose the correct letter, A, B, C or D.Write the correct letter in boxes 14-18 on your answer sheet.14 In the first paragraph, the writer makes a point thatA the director should plan the sound track at an early stage in filming.B it would be wrong to overlook the contribution of sound to the artistry of films.C the music industry can have a beneficial influence on sound in film.D it is important for those working on the sound in a film to have sole responsibility for it.15 One reason that the writer refers to Humphrey Bogart is to exemplifyA the importance of the actor and the character appearing to have similar personalities.B the audience’s wish that actors are visually appropriate for their roles.C the value of the actor having had similar feelings to the character.D the audience’s preference for dialogue to be as authentic as possible.16 In the third paragraph, the writer suggests thatA audiences are likely to be critical of film dialogue that does not reflect their own experience.B film dialogue that appears to be dull may have a specific purpose.C filmmakers vary considerably in the skill with which they handle dialogue.D the most successful films are those with dialogue of a high quality.17 What does the writer suggest about Bringing Up Baby?A The plot suffers from the filmmaker’s wish to focus on humorous dialogue.B The dialogue helps to make it one of the best comedy films ever produced.C There is a mismatch between the speed of the dialogue and the speed of actions.D The nature of the dialogue emphasises key elements of the film.18 The writer refers to the ‘click’ of a door to make the point that realistic soundsA are often used to give the audience a false impression of events in the film.B may be interpreted in different ways by different members of the audience.C may be modified in order to manipulate the audience’s response to the film.D tend to be more significant in films presenting realistic situations.Questions 19-23Do the following statements agree with the information given in Reading Passage 2?In boxes 19-23 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 this19 Audiences are likely to be surprised if a film lacks background music.20 Background music may anticipate a development in a film.21 Background music has more effect on some people than on others.22 Background music may help the audience to make certain connections within the film.23 Audiences tend to be aware of how the background music is affecting them.Questions 24-26Complete each sentence with the correct ending, A-E, below.Write the correct letter, A-E, in boxes 24-26 on your answer sheet.24 The audience’s response to different parts of a film can be controlled25 The feelings and motivations of characters become clear26 A character seems to be a real person rather than an actorA when the audience listens to the dialogue.B if the film reflects the audience’s own concerns.C if voice, sound and music are combined appropriately.D when the director is aware of how the audience will respond.E when the actor’s appearance, voice and moves are consistent with each other.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.Questions 27-32Reading Passage 3 has six paragraphs, A-F.Choose the correct heading for paragraphs A-F from the list of headings below. Write the correct number, i-vii, in boxes 27-32 on your answer sheet.List of Headingsi Differences between languages highlight their impressivenessii The way in which a few sounds are organised to convey a huge range of meaningiii Why the sounds used in different languages are not identicaliv Apparently incompatible characteristics of languagev Even silence can be meaningfulvi Why language is the most important invention of allvii The universal ability to use language27 Paragraph A28 Paragraph B29 Paragraph C30 Paragraph D31 Paragraph E32 Paragraph F‘This Marvellous Invention’A Of all mankinds manifold creations, language must take pride of place. Other inventions — the wheel, agriculture, sliced bread — may have transformed our material existence, but the advent of language is what made us human. Compared to language, all other inventions pale in significance, since everything we have ever achieved depends on language and originates from it. Without language, we could never have embarked on our ascent to unparalleled power over all other animals, and even over nature itself.B But language is foremost not just because it came first. In its own right it is a tool of extraordinary sophistication, yet based on an idea of ingenious simplicity: ‘this marvellous invention of composing out of twenty-five or thirty sounds that infinite variety of expressions which, whilst having in themselves no likeness to what is in our mind, allow us to disclose to others its whole secret, and to make known to those who cannot penetrate it all that we imagine, and all the various stirrings of our soul’. This was how,in 1660, the renowned French grammarians of the Port-Royal abbey near Versailles distilled the essence of language, and no one since has celebrated more eloquently the magnitude of its achievement. Even so, there is just one flaw in all these hymns of praise, for the homage to languages unique accomplishment conceals a simple yet critical incongruity. Language is mankind’s greatest invention — except, of course, that it was never invented. This apparent paradox is at the core of our fascination with language, and it holds many of its secrets.C Language often seems so skillfully drafted that one can hardly imagine it as anything other than the perfected handiwork of a master craftsman. How else could this instrument make so much out of barely three dozen measly morsels of sound? In themselves, these configurations of mouth — p,f,b,v,t,d,k,g,sh,a,e and so on — amount to nothing more than a few haphazard spits and splutters, random noises with no meaning, no ability to express, no power to explain. But run them through the cogs and wheels of the language machine, let it arrange them in some very special orders, and there is nothing that these meaningless streams of air cannot do: from sighing the interminable boredom of existence to unravelling the fundamental order of the universe.D The most extraordinary thing about language, however, is that one doesn’t have to be a genius to set its wheels in motion. The language machine allows just about everybody — from pre-modern foragers in the subtropical savannah, to post-modern philosophers in the suburban sprawl — to tie these meaningless sounds together into an infinite variety of subtle senses, and all apparently without the slightest exertion. Yet it is precisely this deceptive ease which makes language a victim of its own success, since in everyday life its triumphs are usually taken for granted.The wheels of language run so smoothly that one rarely bothers to stop and think about all the resourcefulness and expertise that must have gone into making it tick. Language conceals art.E Often, it is only the estrangement of foreign tongues, with their many exotic and outlandish features, that brings home the wonder of languages design. One of the showiest stunts that some languages can pull off is an ability to build up words of breath-breaking length, and thus express in one word what English takes a whole sentence to say. The Turkish word ?ehirlili?tiremediklerimizdensiniz, to take one example, means nothing less than ‘you are one of those whom we cant turn into a town-dweller’. (In case you were wondering, this monstrosity really is one word, not merely many different words squashed together — most of its components cannot even stand up on their own.)F And if that sounds like some one-off freak, then consider Sumerian, the language spoken on the banks of the Euphrates some 5,000 years ago by the people who invented writing and thus enabled the documentation of history. A Sumerian word like munintuma’a (‘when he had made it suitable for her’) might seem rather trim compared to the Turkish colossus above. What is so impressive about it, however, is not its lengthiness but rather the reverse —the thrifty compactness of its construction. The word is made up of different slots, each corresponding to a particular portion of meaning. This sleek design allows single sounds to convey useful information, and in fact even the absence of a sound has been enlisted to express something specific. If you were to ask which bit in the Sumerian word corresponds to the pronoun ‘it’ in the English translation when he had made it suitable for her, then the answer would haveto be nothing. Mind you, a very particular kind of nothing: the nothing that stands in the empty slot in the middle. The technology is so fine-tuned then that even a non-sound, when carefully placed in a particular position, has been invested with a specific function. Who could possibly have come up with such a nifty contraption?Questions 33-36Complete the summary using the list of words, A-G, below.Write the correct letter, A-G, in boxes 33-36 on your answer sheet.The importance of languageThe wheel is one invention that has had a major impact on 33 __________ aspects of life, but no impact has been as 34 __________ as that of language. Language is very 35 __________, yet composed of just a small number of sounds. Language appears to be 36 __________ to use. However, its sophistication is often overlooked.A difficultB complexC originalD admiredE materialF easyG fundamentalQuestions 37-40Do the following statements agree with the views of the writer in Reading Passage 3?In boxes 37-40 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 this37 Human beings might have achieved their present position without language.38 The Port-Royal grammarians did justice to the nature of language.39 A complex idea can be explained more clearly in a sentence than in a single word.40 The Sumerians were responsible for starting the recording of events.剑桥雅思阅读11原文参考译文(test4)PASSAGE 1 参考译文:双胞胎研究对于全世界的生物医药学研究者来说,双胞胎提供了一个宝贵的机会以供他们探究基因和环境——也就是先天和后天一所产生的影响。
剑桥雅思真题解析阅读9(test3)
剑桥雅思真题解析阅读9(test3)雅思阅读部分一直都是中国考生比较重视的题目,并且也是很有难度的题目,针对于雅思阅读真题资料也是大家需要重点分析的。
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剑桥雅思阅读9原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Attitudes to languageIt is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.Language, moreover, is a very public behaviour, so it is easy for different usages to be noted and criticised. No part of society or social behaviour is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.In its most general sense, prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference topronunciation. The variety which is favoured, in this account, is usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write ‘correctly’; deviations fr om it are said to be ‘incorrect’.All the main languages have been studied prescriptively, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve’ the la nguage. The authoritarian nature of the approach is best characterized by its reliance on ‘rules’ of grammar. Some usages are ‘prescribed’, to be learnt and followed accurately; others are ‘proscribed’, to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them.These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarized in the statement that it is the task of the grammarian to describe, not prescribe —to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change. In the second half of the 18th century, wealready find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language’. Linguistic issue, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modern linguistic approach to grammatical analysis.In our own time, the opposition between ‘descriptivists’ and ‘prescriptivists’ has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms —of radical liberalism vs elitist conservatism.Questions 1-8Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 1-8 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this1 There are understandable reasons why arguments occur about language.2 People feel more strongly about language education than about small differences in language usage.3 Our assessment of a person’s intelligence is affected by the way he or she uses language.4 Prescriptive grammar books cost a lot of money to buy inthe 18th century.5 Prescriptivism still exists today.6 According to descriptivists it is pointless to try to stop language change.7 Descriptivism only appeared after the 18th century.8 Both descriptivists and prescriptivists have been misrepresented.Questions 9-12Complete the summary using the list of words, A-I, below.Write the correct letter, A-I, in boxes 9-12 on your answer sheet.The language debateAccording to 9______, there is only one correct form of language. Linguists who take this approach to language place great importance on grammatical 10 ______.Conversely, the view of 11 ______, such as Joseph Priestly, is that grammar should be based on 12 ______.A descriptivistsB language expertsC popular speechD formal languageE evaluationF rulesG modern linguists H prescriptivists I changeQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in box 13 on your answer sheet.What is the writer’s purpose in Reading Passage 1?A. to argue in favour of a particular approach to writing dictionaries and grammar booksB. to present a historical account of differing views of languageC. to describe the differences between spoken and written languageD. to show how a certain view of language has been discreditedREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Tidal PowerUndersea turbines which produce electricity from the tides are set to become an important source of renewable energy for Britain. It is still too early to predict the extent of the impact they may have, but all the signs are that they will play a significant role in the futureA. Operating on the same principle as wind turbines, the power in sea turbines comes from tidal currents which turn blades similar to ships’ propellers, but, unlike wind, the tid es are predictable and the power input is constant. The technology raises the prospect of Britain becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide emissions. If tide, wind and wave power are all developed, Britain would be able to close gas, coal and nuclear power plants and export renewable power to other parts of Europe. Unlike wind power, which Britain originally developed and then abandoned for 20 years allowing the Dutch to make it a major industry, undersea turbines could become a big export earner to island nations such as Japan and New Zealand.B. Tidal sites have already been identified that will produce one sixth or more of the UK’s power —and at prices competitive with modern gas turbines and undercutting those of the already ailing nuclear industry. One site alone, the Pentland Firth, between Orkney and mainland Scotland, could produce 10% of the country’s electricity with banks of turbines under the sea,and another at Alderney in the Channel Islands three times the 1,200 megawatts of Britain’s largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites identified include the Bristol Channel and the west coast of Scotland, particularly the channel between Campbeltown and Northern Ireland.C. Work on designs for the new turbine blades and sites are well advanced at the University of Southampton’s sustainable energy research group. The first station is expected to be installed off Lynmouth in Devon shortly to test the technology in a venture jointly funded by the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: ‘The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the sea has been developed in the North Sea oil industry and much is already known about turbine blade design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years we will be installing commercial marine turbine farms.’ Southampton has been awarded £215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands or around heavily indented coasts where there are strong tidal currents.D. A marine turbine blade needs to be only one third of the size of wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind power, there are unlikelyto be environmental objections. Fish and other creatures are thought unlikely to be at risk from the relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades.E. Dr Bahaj has done most work on the Alderney site, where there are powerful currents. The single undersea turbine farm would produce far more power than needed for the Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel.F. One technical difficulty is cavitation, where low pressure behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj said: ‘We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not know how much of a problem it might be. We will have to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good.’Questions 14-17Reading Passage 2 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 14-17 on your answer sheet.NB You may use any letter more than once.14 the location of the first test site15 a way of bringing the power produced on one site backinto Britain16 a reference to a previous attempt by Britain to find an alternative source of energy17 mention of the possibility of applying technology from another industryQuestions 18-22Choose FIVE letters, A-J.Write the correct letters in boxes 18-22 on your answer sheet.Which FIVE of the following claims about tidal power are made by the writer?A It is a more reliable source of energy than wind power.B It would replace all other forms of energy in Britain.C Its introduction has come as a result of public pressure.D It would cut down on air pollution.E It could contribute to the closure of many existing power stations in Britain.F It could be a means of increasing national income.G It could face a lot of resistance from other fuel industries.H It could be sold more cheaply than any other type of fuel.I It could compensate for the shortage of inland sites for energy production.J It is best produced in the vicinity of coastlines with particular features.Questions 23-26Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 23-26 on your answer sheet.An Undersea TurbineREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Information theory-the big ideaInformation theory lies at the heart of everything —from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our livesA. In April 2002 an event took place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in 1997, had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing temperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA experts realized that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometers from Earth, this was not an easy task. By means of a radio dish belonging to NASA’s Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover.B. It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techniques developed by American communications engineer Claude Shannon, who had died just ayear earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim. In the 1940s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes — any area, in short, where data has to be conveyed rapidly yet accurately.C. This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether something is true or false —which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference —‘noise’ — intact.D. Noise usually means unwanted sounds which interfere with genuine information. Information theory generalses this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This ratedepends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given singal strength and noise leve. The trick, Shannon showed, is to find ways of packaging up —‘coding’ — information to cope with the ravages of noise, while staying within the information-carrying capacity —‘bandwidth’ — of the communication system being used.E. Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 — and stunningly clear pictures of the planets. Other codes have become part of everyday life — such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major breakthrough by discovering so-called turbo codes —which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution.F. Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous (‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meaning. As with error correction, however, there’s a limit beyond which messages become too ambiguous. Shannonshowed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.Questions 27-32Reading Passage 3 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 27-32 on your answer sheet.27 an explanation of the factors affecting the transmission of information28 an example of how unnecessary information can be omitted29 a reference to Shannon’s attitude to fame30 details of a machine capable of interpreting incomplete information31 a detailed account of an incident involving information theory32 a reference to what Shannon initially intended to achieve in his researchQuestions 33-37Complete the notes below.Choose NO MORE THAN TWO WORDS form the passage for each answer.Write your answers in boxes 33-37 on your answer sheet.The Voyager 1 Space ProbeThe probe transmitted pictures of both 33______ and ______, then left the 34 ______.The freezing temperatures were found to have a negative effect on parts of the space probe.Scientists feared that both the 35 ______ and ______ wereabout to stop working.The only hope was to tell the probe to replace them with 36 ______ —but distance made communication with the probe difficult.A 37 ______ was used to transmit the message at the speed of light.The message was picked up by the probe and the switchover took place.Questions 38-40Do the following statements agree with the information given in Reading Passge 3?In boxes 38-40 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 this38 The concept of describing something as true or false was the starting point for Shannon in his attempts to send messages over distances.39 The amount of information that can be sent in a given time period is determined with reference to the signal strength and noise level.40 Products have now been developed which can convey more information than Shannon had anticipated as possible.剑桥雅思阅读9原文参考译文(test3)PASSAGE 1 参考译文:对语言的态度对于语言进行系统、客观的研究并不容易。
剑桥雅思4test3reading1阅读全文解析
剑桥雅思4test3reading1阅读全文解析剑桥雅思4test3reading1阅读全文解析剑桥雅思4test3reading1阅读全文解析分享给大家。
本篇文章内容讲述的是“流浪儿童的小型企业贷款”,相当于是文化教育类文章,而且文章是以小标题的形式来介绍的,所以很好理解,答案定位也很轻松搞定。
而对于一开始备考雅思阅读的烤鸭们来说,首先,我们还是一起来认识一下本文的一些生词和高频词,这里有比较详细的词汇注解,大家在做题的时候可以参考一下。
1.decent(正派的,得体的)2. dearth(缺乏,饥馑)3.adequately(充分地,适当地)4.adventurous(爱冒险的,充满危险的)5.little or no(很少,几乎没有)6.protection(保护,防卫)7.exploitative (剥削的,利用的,开发资源的) 8. urban crime(城市犯罪)9.abuse(虐待) /doc/b711663371.html,bour-intensive(劳动密集型) 11.shining shoes擦鞋12.take pride in(以……为傲) 13.entrepreneurship(创业,企业家精神)14.innovative(革新的,创新的) 15.Courier Service(快递服务)16.entrepreneur(企业家,举办者) 17.abide by (遵守,信守)18. enforce(执行,强迫) 18.guardians(监护人,保护人)19.Small loans(小额贷款) 20.initially(最初的,开头的)21.fixed assets(固定资产) 22. impoverished(穷困的)23.provision(规定,条款;供应品)了解了词汇,小编还特意挑出4个长难句来为大家分析一下。
从语法到句式结构,再到句子翻译,其实还是很详细的啦。
剑桥雅思14test3阅读解析
剑桥雅思14test3阅读解析
很抱歉,由于文字上的限制,我无法提供完整的剑桥雅思14 test3阅读解析。
但是,以下是一个可以帮助你理解阅读材料的一般步骤:
第一步:快速浏览 - 在开始阅读材料之前,快速浏览文章的标题,副标题,题图和段落开头和结尾的第一句话,以获得材料的概要。
第二步:读具体内容 - 仔细阅读每个段落,理解作者的观点,主题和目的,并在思维导图或摘要中做出标记或记录重要的细节。
第三步:解答问题 - 阅读相关的问题,并在材料中查找支持答案的证据。
注意文章中的关键词和表达方式,并与问题中的关键词进行匹配。
第四步:整理答案 - 将在材料中找到的证据与问题中的选项进行匹配,并选择最符合的答案。
确保答案符合题目的要求,如填空题或多选题。
最后一步:检查答案 - 仔细审查你的答案,确保语法和拼写正确,并回顾整篇文章,确保你的答案与材料的整体主旨相符。
这些步骤可以帮助你系统地理解和解决阅读材料中的问题。
请记住,阅读解析是一项需要练习和时间的技能,通过不断的练习和复习,你将能够更好地理解和解答阅读材料中的问题。
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。
剑桥雅思11雅思阅读Test4Passage3参考译文
本篇文章雅思培训班继续给大家分享:剑11雅思阅读Test4Passage3参考译文-美妙的发明。
相应的解析,请点击:剑11雅思阅读Test4passage3原文+题目+答案解析。
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剑11雅思阅读Test4Passage3参考译文-美妙的发明A 在人类所有各种各样的创造品中,语言必定占有最重要的地位。
其他发明——车轮、农耕、切片面包——也许彻底改变了我们的物质生活,但语言的进步才是真正使得我们称其为人的关键所在。
与语言相比,所有其他发明在重要性上都会黯然失色,因为我们所取得的一切成就都有赖于语言并且源自于它。
如果没有语言,我们人类永远不可能登上凌驾所有其他动物、甚至驾驭大自然本身的高高位置。
B 但是语言之所以地位至高无上,并不仅仅因为它的先来先到。
就其本身而言它是一种极其精密复杂的工具,然而其基础理念却又简单纯粹得令人称奇:“这项奇妙的发明利用二十五或三十种发音组合出了那样无穷无尽的表达方式,这些发音自身虽然与我们心中所想并无相似之处,却使得我们可以借此向其他人展露出心中的全部秘密,令那些原本无法透视我们心灵的他人知晓我们全部的想象意念,以及我们灵魂中所有的震颤悸动。
”这就是在:1660年,位于凡尔赛附近Port-Royal修道院中那些著名的法语语法大师们所用来精炼地阐释语言精髓的措辞,自那以来再也没有其他人能用更加雄辩的方式来高度赞颂语言所取得成就的辉煌灿烂、举足轻重了。
即便如此,在所有这些赞颂之词中还是存在着一个问题,因为对于语言之独一无二成就的敬辞掩盖了一个简单却又至关重要的不一致性。
语言是人类最伟大的发明——只除了,当然了,它根本不是被发明的。
这种显而易见的悖论正是我们惊叹着迷于语言的核心原因,它包含着语言自身的许多秘密。
C 语言通常看起来如此匠心机巧、精密完善,除了将它视作某个天才大师的完美设计之外简直无法再做他想。
如若不然,这个工具是如何能用捉襟见肘的二三十个细碎音素拼凑出如此丰富意义的?如果单凭它们自己,这些不同口部形状所发出来的声音——p, f, b, v, t, d, k, g, sh, a, e等等——只不过是些随意的吞吐之声,没有任何含义的偶然声响,没有能力表达思想,没有力量解释说明。
雅思剑桥15text3阅读
雅思剑桥15text3阅读(原创实用版)目录1.雅思剑桥 15 Text3 阅读概述2.文章结构和主题介绍3.阅读答案详解4.备考建议和技巧正文【雅思剑桥 15 Text3 阅读概述】雅思剑桥 15 Text3 阅读是一道雅思阅读题目,题目类型为事实细节题。
这篇文章主要讲述了环保旅游的概念、发展历程和现状。
通过阅读这篇文章,考生需要回答一系列关于文章内容的问题。
【文章结构和主题介绍】文章分为四个部分:1.第一部分介绍了环保旅游的定义和初衷,如何在旅游过程中减少对环境的负面影响。
2.第二部分讲述了环保旅游的发展历程,从最初的自然保护意识到现代环保旅游的发展。
3.第三部分讨论了环保旅游在实践中遇到的问题,如旅游基础设施、政策和法规等方面的挑战。
4.第四部分展望了环保旅游的未来发展趋势,如何在旅游业的可持续发展中取得平衡。
【阅读答案详解】根据文章的内容,以下是针对题目的答案详解:14.判断题:文章开头提到了环保旅游的初衷是减少旅游对环境的负面影响,故答案为 Yes。
15.事实细节题:根据第二段,环保旅游的发展经历了三个阶段,故答案为 1965, 1980, 1990。
16.事实细节题:根据第三段,环保旅游在实践中遇到的问题包括旅游基础设施、政策和法规等方面的挑战,故答案为 Infrastructure, Policy, Regulations。
17.事实细节题:根据第四段,环保旅游的未来发展趋势包括生态旅游、可持续旅游等,故答案为 Ecotourism, Sustainable Tourism。
18.判断题:根据第四段,环保旅游在旅游业的可持续发展中取得了平衡,故答案为 Yes。
19.否定判断题:根据第四段,文章没有提到环保旅游已经成为旅游业的主要形式,故答案为 No。
20.判断题:根据第四段,文章提到了环保旅游在未来的发展前景,故答案为 Yes。
21.事实细节题:根据第四段,文章提到了生态旅游和可持续旅游是环保旅游的未来发展方向,故答案为 Ecotourism, Sustainable Tourism。
2 雅思阅读判断题 revised
4.对比信息,判断 5. 收尾 不确定的 Not Given
Fault/No
Fault: 1. 题目:any street child can set up their own small business if given enough support. 原文:being an entrepreneur is not for everyone, nor for every child.
Given Information:Our computer club provides color printer.
Text:Tourists in Cyprus come mainly from Europe.
Given Information:Tourists in Cyprus come mainly from the UK.
第三种情况: 原文是某人的目标、目的、想法、 愿望、保证、发誓等,题目是事 实。 原文中常用aim(目的)、 purpose(目的)、promise(保 证)、swear(发誓)及vow (发誓)等词。题目中用实意动 词。
Text:He vowed he would never come back. Given Information:He never came back.
第四种情况:题目中有比较级,原文中 没有比较。 Text:In Sydney, a vast array of ethnic and local restaurants can be found to suit all palates and pockets.
Given Information:There is now a greater variety of restaurants to choose from in Sydney than in the past.
剑桥雅思阅读9原文答案解析(test4)
剑桥雅思阅读9原文答案解析(test4)剑桥雅思阅读部分的题目可以进行一些分类总结,因为考试的常见内容一般都会在下次考试中出现的。
下面就是今天小编给大家带来的剑桥雅思阅读9(test4)的内容,希望能够帮助同学们备考雅思考试。
剑桥雅思阅读9原文(test4)READING PASSAGE 1You should spend about 20 minutes on Questions 1—13, which are based on Reading Passage 1 below.The life and work of Marie CurieMarie Curie is probably the most famous woman scientist who has ever lived. Born Maria Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was twice a winner of the Nobel Prize. With her husband, Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics, and was then sole winner of the 1911 Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize.From childhood, Marie was remarkable for her prodigious memory, and at the age of 16 won a gold medal on completion of her secondary education. Because her father lost his savings through bad investment, she then had to take work as a teacher. Form her e arnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would, in turn, later help her to get an education.In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne (the University of Paris). She often worked far into the night and lived on little more than bread and butter and tea. She came first in the examination in the physical sciences in 1893, and in 1894 was placed second in the examination in mathematical sciences. It was not until thespring of that year that she was introduced to Pierre Curie.Their marriage in 1895 marked the start of a partnership that was soon to achieve results of world significance. Following Henri Becquerel’s discovery in 1896 of a new phenomenon, which Marie later called ‘‘radioactivity’, Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium.Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained only by the presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie joined her in the work that she had undertaken to resolve this problem, and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was achieved with the help of the chemist Andre-Louis Debierne, one of Pierre Curie’s pupils. Based on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.The births of Marie’s two daughters, lrène and Eve, in 1897 and 1904 failed to interrupt her scientific work. She was appointed lecturer in physics at the Ecole Normale Supérieure for girls in Sèvres, France (1900), and introduced a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a turning point in her career:henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her hu sband’s death, becoming the first woman to teach at the Sorbonne. In 1911 she was awarded the Noble Prize for Chemistry for the isolation of a pure form of radium.During World War I, Marie Curie, with the help of her daughter Irène, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as ‘Little Curies’, used for the treatment of wounded soldiers. In 1918 the Radium Institute, whose staff Irène had joined, began to operate in earnest, and became a centre for nuclear physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substances and their medical applications.In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United States to raise funds for research on radium. Women there presented her with a gram of radium for her campaign. Marie also gave lectures in Belgium, Brazil, Spain and Czechoslovakia and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris, and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became director.One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only to treat illness but also to maintain an abundant supply for research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a decisive contribution to the success of the experiments undertaken in the years around1930. This work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by lrène and Frédéric Joliot Curie of artificial radioactivity.A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She had often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave off.Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by her two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists.Questions 1—6Do the following statements agree with the information given in Reading Passage 1? In boxes 1—6 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 Marie Curie’s husband was a joint winner of both Marie’s Nobel Prizes.2 Marie became interested in science when she was a child.3 Marie was able to attend the Sorbonne because of her sister’s financial contribution.4 Marie stopped doing research for several years when her children were born.5 Marie took over the teaching position her husband had held.6 Marie’s sister Bronia studied the medical uses of radioactivity.Questions 7—13Complete the notes below.Choose ONE WORD from the passage for each answer.Write your answers in boxes 7—13 on your answer sheet.Marie Curie’s research on radioactivityWhen uranium was discovered to be radioactive, Marie Curie found that the element called 7______ had the same property.Marie and Pierre Curi e’s research into the radioactivity of the mineral known as 8_______ led to the discovery of two elements.In 1911, Marie Curie received recognition for her work on the element 9_______Marie and lrène Curie developed X-radiography which was used as a medical technique for 10 ______Marie Curie saw the importance of collecting radioactive material both for research and for cases of 11 ______.The radioactive material stocked in Paris contributed to the discoveries in the 1930s of the 12 ______ and of what was know as artificial radioactivity.During her research, Marie Curie was exposed to radiation and as a result she suffered from 13 ______.READING PASSAGE 2You should spend about 20 minutes on Questions 14—26 which are based on Reading Passage 2 below.Y oung children’s sense of identityA. A sense of self develops in young children by degrees. The process can usefully be thought of in terms of the gradual emergence of two somewhat separate features: the self as a subject, and the self as an object. William James introduced the distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the developing debate. Ever since thenpsychologists have continued building on the theory.B. According to James, a child’s first step on the road to self-understanding can be seen as the recognition that he or she exists. This is an aspect of the self that he labeled ‘self-as-subject’, and he gave it various elements. These included an awareness of one’s own agency (i.e. one’s power to act), and an awa reness of one’s distinctiveness from other people. These features gradually emerge as infants explore their world and interact with caregivers. Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power. He proposed that the earliest examples of this are an infant’s attempts to control physical objects, such as toys or his or her own limbs. This is followed by attempts to affect the behaviour of other people. For example, infants learn that when they cry or smile someone responds to them.C. Another powerful source of information for infants about the effects they can have on the world around them is provided when others mimic them. Many parents spend a lot of time, particularly in the early months, copying their infant’s vocalizations and expressions. In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own movements. This is not to say that infants recognize the reflection as their own image (a later development). However, Lewis and Brooks-Gunn (1979) suggest that infants’ developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people. This is because they, and only they, can change the reflection in the mirror.D. This understanding that children gain of themselves asactive agent continues to develop in their attempts to co-operate with others in play. Dunn (1988) points out that it is in such day-to –day relationships and interactions that the child’s understanding of his-or herself emerges. Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly.E. Once children have acquired a certain level of self-awareness, they begin to place themselves in whole series of categories, which together play such an important part in defining them uniquely as ‘themselves’. This second step in the development of a full sense of self is what James called the ‘self-as-object’. This has been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people (such as trustworthiness, shyness, sporting ability).F. Cooley and other researchers suggested a close connection between a person’s own understanding of their identity and other people’s understanding of it. Cooley believed that people build up their sense of identity form the reactions of others to them, and form the view they believe others have of them. He called the self-as-object the ‘looking-glass self’, since people come to see themselves as they are reflected in others. Mead (1934) went even further and saw the self and the social world as inextricably bound together: ‘Th e self is essentially a social structure, and it arises in social experience… it is impossible to conceive of a self arising outside of socialexperience.’G. Lewis and Brooks-Gunn argued that an important developmental milestone is reached when children become able to recognize themselves visually without the support of seeing contingent movement. This recognition occurs around their second birthday. In one experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children who were playing in front of a mirror, and then observed how often they touched their noses. The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it. On the other hand, they found that children of 15 to 18 months are generally not able to recognize themselves unless other cues such as movement are present.H. Finally, perhaps the most graphic expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of age. In a longitudinal study of groups of three or four children, Bronson (1975) found that the intensity of the frustration and anger in their disagreements increased sharply between the ages of 1 and 2 years. Often, the children’s disagreements involved a struggle over a toy that none of them had played with before or after the tug-of-war: the children seemed to be disputing ownership rather than wanting to play with it. Although it may be less marked in other societies, the link between the sense of ‘self’ and of ‘ownership’ is a notable feature of childhood in Western societies.Questions 14—19Reading Passage 2 has eight paragraphs, A—H.Which paragraph contains the following information?Write the correct letter, A—H, in boxes 14-19 on your answer sheet.NB You may use any letter more than once.14 an account of the method used by researchers in a particular study15 the role of imitation in developing a sense of identity16 the age at which children can usually identify a static image of themselves17 a reason for the limitations of scientific research into ‘self-as-subject’18 reference to a possible link between culture and a particular form of behaviour19 examples of the wide range of features that contribute to the sense of ‘self-as-object’Questions 20—23Look at the following findings (Questions 20—23) and the list of researchers below.Match each finding with the correct researcher or researchers, A—E.Write the correct letter, A—E, in boxes 20—23 on your answer sheet.20 A sense of identity can never be formed without relationships with other people.21 A child’s awareness of self is related to a sense of mastery over things and people.22 At a certain age, children’s sense of identity leads t o aggressive behaviour.23 Observing their own reflection contributes to children’s self awareness.List of ResearchersA JamesB CooleyC Lewis and Brooks-GunnD MeadE BronsonQuestions 24—26Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 24—26 on your answers sheet.How children acquire a sense of identityFirst, children come to realize that they can have an effect on the world around them,for example by handling objects, or causing the image to move when they face a 24 ______. This aspect of self-awareness is difficult to research directly, because of 25______ problems.Secondly, children start to become aware of how they are viewed by others. One important stage in this process is the visual recognition of themselves which usually occurs when they reach the age of two. In Western societies at least, the development of self awareness is often linked to a sense of 26 ______, and can lead to disputes.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.Questions 27-30Reading Passage 3 has six paragraphs, A—F.Choose the correct heading for paragraphs B—E from the list of headings below.Write the correct number, i—vii, in boxes 27—30 on your answer sheet.List of Headingsi Commercial pressures on people in chargeii Mixed views on current changes to museumsiii Interpreting the facts to meet visitor expectationsiv The international dimensionv Collections of factual evidencevi Fewer differences between public attractionsvii Current reviews and suggestionsExample AnswerParagraph A v27 Paragraph B28 Paragraph C29 Paragraph D30 Paragraph EThe Development of MuseumsA. The conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value free. As one writer observes: ‘Although it is now evident that artefacts are as easily altered as chronicles, public faith in their veracity endures: a tangible relic seems ipso facto real’. Such conviction was, until recently, reflected in museum displays. Museums used to look — and some still do — much like storage rooms of objects packed together in showcases: good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor, to whom it all looked alike. Similarly, the information accompanying the objects often made little sense to the lay visitor. The content and format of explanations dated back to a time when the museum was the exclusive domain of the scientific researcher.B. Recently, however, attitudes towards history and the way it should be presented have altered. The key word in heritage display is now ‘experience’, the more exciting the better and, if possible, involving all the senses. Good examples of this approach in the UK are the Jorvik Centre in York; the National Museum of Photography, Film and Television in Bradford; and the Imperial War Museum in London. In the US the trend emerged much earlier: Williamsburg has been a prototype for many heritage developments in other parts of the world. No one can predict where the process will end. On so-called heritage sites the re-enactment of historical events is increasingly popular, and computers will soon provide virtual reality experiences, which will present visitors with a vivid image of the period of their choice, in which they themselves can act as if part of the historical environment. Such developments have been criticized as an intolerable vulgarization, but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this opinion.C. In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating. They already borrow ideas and concepts from one another. For example, museums have adopted story lines for exhibitions, sites have accepted ‘theming’ as a r elevant tool, and theme parks are moving towards more authenticity and research-based presentations. In zoos, animals are no longer kept in cages, but in great spaces, either in the open air or in enormous greenhouses, such as the jungle and desert environ ments in Burgers’ Zoo in Holland. This particular trend is regarded as one of the major developments in the presentation of natural history in the twentieth century.D. Theme parks are undergoing other changes, too, as they try to present more serious social and cultural issues, and move away from fantasy. This development is a response to market forces and, although museums and heritage sites have a special, rather distinct, role to fulfil, they are also operating in a very competitive environment, where visitors make choices on how and where to spend their free time. Heritage and museum experts do not have to invent stories and recreate historical environments to attract their visitors: their assets are already in place. However, exhibits must be both based on artefacts and facts as we know them, and attractively presented. Those who are professionally engaged in the art of interpreting history are thus in difficult position, as they must steer a narrow course between the demands of ‘evidence’ and ‘attractiveness’, especially given the increasing need in the heritage industry for income-generating activities.E. It could be claimed that in order to make everything in heritage more ‘real’, historical accuracy must be increasingly altered. For example, Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial features, because this corresponds to public perceptions. Similarly, in the Museum of Natural History in Washington, Neanderthal man is shown making a dominant gesture to his wife. Such presentations tell us more about contemporary perceptions of the world than about our ancestors. There is one compensation, however, for the professionals who make these interpretations: if they did not provide the interpretation, visitors would do it for themselves, based on their own ideas, misconceptions and prejudices. And no matter how exciting the result, it would contain a lot more bias than the presentations provided by experts.F. Human bias is inevitable, but another source of bias in the representation of history has to do with the transitory nature of the materials themselves. The simple fact is that not everything from history survives the historical process. Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people. The same applies to the furnishing and other contents of the premises. In a town like Leyden in Holland, which in the seventeenth century was occupied by approximately the same number of inhabitants as today, people lived within the walled town, an area more than five times smaller than modern Leyden. In most of the houses several families lived together in circumstances beyond our imagination. Yet in museums, fine period rooms give only an image of the lifestyle of the upper class of that era. No wonder that people who stroll around exhibitions are filled with nostalgia; the evidence in museums indicates that life was so much better in past. This notion is induced by the bias in its representation in museums and heritage centres.Questions 31—36Choose the correct letter, A, B, C or D.Write the correct letter in boxes 31-36 on your answer sheet.31 Compared with today’s museums, those of the past.A did not present history in a detailed way.B were not primarily intended for the public.C were more clearly organised.D preserved items with greater care.32 According to the writer, current trends in the heritage industryA emphasise personal involvement.B have their origins in York and London.C rely on computer images.D reflect minority tastes.33 The writer says that museums, heritage sites and theme parksA often work in close partnership.B try to preserve separate identities.C have similar exhibits.D are less easy to distinguish than before.34 The writer says that in preparing exhibits for museums, expertsA should pursue a single objective.B have to do a certain amount of language translation.C should be free from commercial constraints.D have to balance conflicting priorities.35 In paragraph E, the writer suggests that some museum exhibitsA fail to match visitor expectations.B are based on the false assumptions of professionals.C reveal more about present beliefs than about the past.D allow visitors to make more use of their imagination.36 The passage ends by noting that our view of history is biased becauseA we fail to use our imagination.B only very durable objects remain from the past.C we tend to ignore things that displease us.D museum exhibits focus too much on the local area.Questions 37—40Do the following statements agree with the information given in Reading Passage 3?In boxes 37—40 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 this37 Consumers prefer theme parks which avoid serious issues.38 More people visit museums than theme parks.39 The boundaries of Leyden have changed little since the seventeenth century.40 Museums can give a false impression of how life used to be.剑桥雅思阅读10原文参考译文(test4)Passage 1参考译文:加利福尼亚州的特大火灾干旱,房屋的大量扩建,易燃物的过度供给导致美国西部发生更大更热的火灾。
9分达人雅思阅读真题还原及解析 4
9分达人雅思阅读真题还原及解析 4引言雅思阅读是雅思考试中的一大难点,许多考生在这部分的表现相对较差。
为了帮助考生提高雅思阅读能力,本文将为大家介绍一道真实的雅思阅读真题,并对该题目进行还原和解析。
希望通过本文的学习,考生们能够更好地应对雅思阅读考试,取得高分。
题目背景题目的背景是关于野生动物保护的,主要涉及到保护区的规划、分布以及保护措施等内容。
阅读文章以下是阅读文章的还原:The global network of protected areas, set up by governments over the past century, undoubtedly represents one of the most tangible advances in conserving the planet’s wildlife and biodiversity. Yet, a new study reveals that many of these protected areas are failing to preserve their ecological integrity and species populations.According to the study, the main reason for the inadequate protection of species populations within protected areas is the poor design of these areas. Protected areas are often planned and managed in isolation, without considering the larger ecosystems they are part of. This lack of connectivity between protected areas poses a significant threat to wildlife populations, particularly when habitats are fragmented and species are unable to move freely between different protected areas.Furthermore, the study finds that not all protected areas are created equal. Over half of the protected areas assessed in the study were found to have poor management effectiveness, meaning that they were not effectively conserving species populations. The study suggests that improved management strategies, focusing on habitat restoration, wildlife corridors, and reducing human activities within protected areas, are essential for the long-term survival of wildlife species.In conclusion, while the establishment of protected areas is a crucial step in wildlife conservation, their effectiveness is highly dependent on proper design and management. To ensure the preservation of species populations, protected areas need to be integrated into larger ecosystems and effectively managed to restore habitats and minimize human impact.题目翻译和问题以下是针对阅读文章的翻译和问题:翻译:全球政府在过去的一个世纪里建立的受保护地点网络无疑是保护地球野生动植物和生物多样性最具体的进展之一。
雅思阅读是非题技巧
雅思阅读是非题技巧雅思阅读是非题技巧在雅思阅读中,对于学生而言,是非无题型是可难可易的题型。
这是店铺为大家整理的雅思阅读是非题技巧,希望大家喜欢。
雅思阅读是非题技巧1汽车报废年限是国家交通部门指定出的一项制度,即汽车在使用期间,按照车座的数量与使用时期规定的安检制度。
1. 题目费解对于词汇量不是太大的学生,题目中有时出现的词汇会导致他们理解困难,由于对题目的意思没有一个总体的把握,从而导致失分。
比如剑桥 4 test 4 passage 2 The Nature and Aims of Archeology,第18题“Archaeology is a more demanding field of study than anthropology.”在这道题中,定位词为 archaeology, anthropology, 考点词为more demanding than。
很多学生对于理解demanding一词时会有费解,这个单词在这道题中应该表示要求更多的,更费精力的,更耗时的。
文章第四段最后一句' anthropology is thus a broad discipline - so broad that it is generally broken down into three smaller discipline; physical anthropology, cultural anthropology and archaeology. 在这句话中确实出现了题目中的两个定位词,假如考生将demanding误解成广或者大之类的含义,则会选择答案为true。
但是由于题目中的demanding是费力、耗时的意思,在此句话中并未提及两门课的具体工作的难度比较,所以正确答案应该为not given。
2. 题目对应的'原文句子难理解还有一种情况是,题目所对应的原文太长、太复杂,导致考生在理解上有困难,从而判断错答案。
2024年雅思阅读题目精选(9)
2024年雅思阅读题目精选(9)题目1:气候变化对生物多样性的影响阅读以下段落,回答问题。
气候变化是目前全球面临的最紧迫的问题之一。
它对生物多样性产生了深远的影响。
许多物种的栖息地正在遭受破坏,导致物种灭绝的速度加快。
此外,气候变化还导致了生态系统的失衡,许多物种无法适应快速变化的环境。
为了保护生物多样性,我们需要采取紧急行动,包括减少温室气体排放、保护自然栖息地以及推广可持续发展的理念。
1. 气候变化对生物多样性的主要影响是什么?2. 为什么气候变化导致了生态系统的失衡?3. 我们应该采取哪些措施来保护生物多样性?题目2:人工智能的发展与应用阅读以下段落,回答问题。
人工智能(AI)是近年来迅速发展的一种技术。
它已经在许多领域产生了深远的影响,包括医疗、金融、交通等。
人工智能的发展不仅改变了我们的生活方式,还为社会带来了许多挑战和问题。
我们需要制定相应的法律法规,以确保人工智能的发展不会对人类造成伤害。
同时,我们也需要提高公众对人工智能的认识,让他们了解其优势和潜在风险。
1. 人工智能在哪些领域产生了深远的影响?2. 人工智能的发展带来了哪些挑战和问题?3. 我们应该如何应对人工智能带来的挑战?题目3:可持续发展与环境保护阅读以下段落,回答问题。
可持续发展是指在不损害环境的前提下,满足当代人的需求,并保证后代也能满足其需求的发展方式。
随着人口的快速增长,资源消耗和环境破坏变得越来越严重。
因此,可持续发展成为了全球关注的焦点。
为了实现可持续发展,我们需要采取一系列措施,包括推广清洁能源、减少废弃物排放、保护自然生态系统等。
1. 什么是可持续发展?为什么它重要?2. 人口快速增长对环境产生了哪些影响?3. 我们应该采取哪些措施来实现可持续发展?请根据以上题目和段落,撰写一份详细的解答文档。
剑桥雅思6test4阅读passage 2题目
剑桥雅思6test4阅读passage 2题目摘要:1.阅读文本内容概述2.文章主题:剑桥雅思6test4 阅读passage 23.文章结构:1) 文章开头2) 文章主题介绍3) 文章详细内容4) 文章结尾正文:剑桥雅思6test4 阅读passage 2 题目是关于神经美学(Neuroaesthetics)的一篇文章。
神经美学是一门新兴的学科,它研究大脑如何感知和欣赏美。
文章从艺术的角度引入话题,介绍了神经美学的概念和研究方法。
接着,文章详细探讨了大脑如何处理视觉信息,从而影响人们对美的感知。
最后,文章提到了神经美学在艺术和设计领域的应用,以及未来可能的发展方向。
文章开头部分,作者引入了神经美学这一新兴学科,并指出它研究的是人类大脑对美的感知。
这一主题在近年来受到了越来越多的关注,因为人们希望通过了解大脑如何感知美来更好地理解和创造美。
在文章主题介绍部分,作者详细介绍了神经美学的研究方法。
这一领域涉及心理学、神经科学和美学等多个学科,研究者们通过多种手段,如脑成像技术、心理实验等,来探究大脑对美的感知。
在文章详细内容部分,作者深入剖析了大脑如何感知和欣赏美。
首先,大脑会接收外部世界的视觉信息,并对这些信息进行处理。
视觉信息在经过多个层次的处理后,最终被转化为我们对美的感知。
此外,文章还介绍了一些影响大脑对美感知的因素,如个人经验、文化背景等。
在文章结尾部分,作者讨论了神经美学在艺术和设计领域的应用。
通过了解大脑对美的感知,艺术家和设计师们可以更好地创作出吸引人的作品。
同时,神经美学也为艺术教育提供了新的视角。
最后,作者展望了神经美学未来的发展方向,认为这一领域将在艺术、设计和医学等多个领域发挥重要作用。
雅思英语仔细阅读passage7单词表
Passage 7 New words and expressions•amid prep. 在……中间;在……过程中 •category n. 类别;种类;范畴•economic disruption 经济衰退•checkout n. 付款台•be armed with 装备;配备•slaughter-house 屠宰场•automation n. 自动化;自动操作•law firm 律所•artificial intelligence 人工智能(缩写为:AI)•scan v. 扫描•previously ad. 以前地•microprocessor n. 微处理器;单片机•recession n. 衰退;萧条•permanently ad. 永久地;永恒地•wipe out 彻底摧毁;清除•gross domestic product 国内生产总值(缩写为:GDP) •outsourcing n. 外包•embrace v. 欣然接纳;拥抱;包含 •overseas a./ad. 海外;国外•exacting a.严苛的•precision n. 精确/密(度)•recover v. 康复;恢复•complication n. 并发症;复杂(化)•surgeon n. 外科医生•survive v. 幸免于;比……活得长;幸存 •invasion n. 入侵;侵犯/略•vacuum cleaner 真空吸尘器•mobile telepresence 远程呈现•via prep. 通过;凭借;途径视频会议软件 •videoconferencingsoftware•column n. 专栏;柱子•innovation n. 创新;革新•bankruptcy n. 破产•migrant worker 农民工;外出打工者•revive v. 复兴;复活•beat v. 打败;比……好 •surgery n. 外科;外科手术 •enrich v. 使丰富/充实•literary creation 文学创作 •technological revolution 技术革命 •revolutionise v. 使变革;彻底改变 •apply v. 申请;运用;适用;涂抹。
无人驾驶雅思阅读
无人驾驶雅思阅读无人驾驶雅思阅读,主要涉及到关于无人驾驶汽车的优势、劣势、发展前景等方面的文章。
这些文章通常来源于真实的英语学术或讲座材料,考生需要通过阅读理解能力和思考能力,快速准确地理解文章内容,并从中获取所需信息。
一、无人驾驶汽车的优势1. 提高交通安全性:无人驾驶汽车可以通过智能感应系统和预警系统,有效避免交通事故的发生,减少交通死亡率。
2. 提高交通效率:无人驾驶汽车能够实时掌握道路状况,自动规划最佳行驶路线,减少交通拥堵现象。
3. 方便出行:对于行动不便的人群,如老年人、残疾人士等,无人驾驶汽车可以提供便捷的出行服务。
4. 降低能源消耗:无人驾驶汽车可以通过智能优化驾驶方式,减少能源浪费,降低能源消耗。
5. 减少环境污染:无人驾驶汽车可以减少因交通事故引发的燃油泄漏等环境污染问题。
二、无人驾驶汽车的劣势1. 安全隐患:无人驾驶汽车在技术上可能存在缺陷,导致安全事故的发生。
2. 就业问题:无人驾驶汽车的普及可能引发部分职业的失业,如出租车司机、货车司机等。
3. 法律和道德问题:无人驾驶汽车在发生事故时,责任的归属可能存在争议。
4. 技术普及问题:无人驾驶汽车的技术研发和普及需要投入巨大的资金和时间。
三、无人驾驶汽车的发展前景1. 技术进步:随着人工智能、大数据等技术的发展,无人驾驶汽车的安全性和实用性将不断提高。
2. 政策支持:政府将可能出台相关政策,鼓励无人驾驶汽车的研发和应用。
3. 社会接受度提高:随着人们对无人驾驶汽车的了解加深,其社会接受度将逐渐提高。
4. 产业生态建立:无人驾驶汽车的发展将带动相关产业链的发展,形成良好的产业生态。
在雅思阅读考试中,关于无人驾驶汽车的文章可能会涉及到上述优势、劣势和发展前景等方面的内容。
考生需要通过阅读理解能力和思考能力,快速准确地理解文章内容,并从中获取所需信息。
希望同学们能够在学习过程中认真积累,不断提高自己的阅读能力,为雅思考试取得理想成绩打下坚实的基础。
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雅思阅读考试:Reviving autopsy 雅思阅读:Reviving autopsyTECHNOLOGY advances not only through new inventions, but also by the imaginative application of old ones. And one of the most ancient forms of scientific investigation, the post-mortem autopsy, may be ripe for just such a technological upgrade. According to a paper in this week's Lancet, published by Ian Roberts of the John Radcliffe Hospital, in Oxford, it may soon be time to put away the scalpel and the retractor clamp, and to replace them with the body scanner.The study of death is never a cheerful topic, but it has gone through a particularly gloomy patch over the past few decades. A recent tally by America's Centres for Disease Control and Prevention showed that in 2007 only 8.5% of deaths in America were investigated by autopsy. In 1972 that figure was 19.3%. Britain's coroners are more active, but perhaps not more accurate. Twenty-two percent of deaths in the United Kingdom lead to an autopsy. According to a government review, however, one in four is of miserable quality. The upshot in both cases is not just that the cause of individual deaths may be misascribed. More seriously, data about the processes of disease are lost, and those diseases are thus not as well understood as they might have been. Squeamish relatives of the deceased, too, often do not like the idea of bodies being cut up at the behest of coroners. Britain's health department therefore commissioned Dr Roberts to study whether scanning dead bodies in the way that is routine for living ones would help. His conclusion is that it would.Rather than slicing the body with a knife, scanning slices them with radiation. Computerised tomography (CT) uses X-rays to collect information from many angles, and a lot of processing power to convert that information into cross-sectional images of a body's inner tissues. In forensic cases CT scans are often used to spot fractures and haemorrhages. Dr Roberts found them adept at noticing diseased arteries, as well. The other widespread scanning technique, magnetic-resonance imaging (MRI), uses radio waves and is best suited for exploring the detail of soft tissues.Though both of these technologies have been around for a long time, they have had only limited use in autopsies. America's authorities conduct CT scans of dead soldiers—but such scans are employed to augment traditional post mortems, not replace them. Some coroners in England, spurred on by the religious objections of Jews and Muslims, do allow scans rather than conventional autopsies in certain cases. But the accuracy of these scans is unknown. Dr Roberts is the first to provide data on whether scanning might replace conventional methods.He and his colleagues examined 182 bodies in Manchester and Oxford. Radiologists studied CT and MRI scans of these bodies, made diagnoses based on them, explained their confidence in these diagnoses, and judged whether the scans might thus preclude the need for a full autopsy. Within 12 hours of each scan, a pathologist then performed a conventional autopsy, so that Dr Roberts could compare the new methods with the old.The scans were far from perfect. The rate of discrepancy between the cause of death, as determined by radiology and as determined by conventional autopsy, was 32% for CT scans, 43% for MRI and 30% for a combination of CT and MRI. Most troubling, the scans had difficulty showing heart disease, a common killer. However, radiologists were good at identifying which diagnoses were sound and which needed to be re-evaluated by a full autopsy. When they felt confident in their diagnoses—which was the case for 34% of CT investigations and 42% of MRIs—the discrepancy between the results from scanning and those from autopsies was lower. For CT scans, it was just 16%.That is still a significant gap, of course. But not all of it is caused because traditional methods are better. For one body, for example, scanning revealed a lethal stroke that dissection missed.All this suggests that scans might play a useful role in determining causes of death. When a radiologist is confident in the diagnosis from a scan, a traditional autopsy might be unnecessary. When he is less confident, his scan could still be a useful guide for the wielder of the knife.Automating autopsies by using scanners might also make them cheaper, by speeding the process up. And it could be done with otherwise-redundant machines that have been replaced for use on live patients with modern devices which give off less radiation. That would get rid of the need to buy new kit to cope with the extra demand for scans. A thorough study of the costs of both approaches would be needed, of course, and traditional autopsies areunlikely to disappear completely. But for some deaths, a scan will likely prove better than a scalpel.。