test1
Test1答案
Test1(A)答案21．B 22．A 23．C 24．D 25．C 26．B 27．B 28．C 29．D 30．D 31．C 32．B 33．D 34．C 35．B 36．B 37．A 38．D 39．C 40．B 41．A 42．D 43．C 44．A 45．C 46．B 47．A 48．D 49．B 50．C Test1(B)答案51. B 52. C 53. D 54. A 55. C 56.A 57. D 58. C59. D 60.B 61. C 62. A63. D 64.B 65.C 66. C 67. B 68.B 69.D 70. C71. the door shut考查要点：独立主格结构。
本题属基础题，考生丢分不多。
正确率：73.58% 考生常见错误：①the door was shut动词形式用错。
这里不能用完整的句子来表达②the door shutting; the door being shut非谓语动词的使用错误。
“门”与“关”是动宾关系，应该用过去分词而不是现在分词表示被动含义，也不可用现在分词的被动语态。
③shutting the door没有掌握with独立主格结构④其他错误，比如名词door前掉了冠词the，或动词shut后加了不必要的副词down、off、up等。
在表达时要注意汉语信息，不要画蛇添足。
72. (of) what he‟s talking about考查要点：考查宾语从句、现在进行时和动词短语。
正确率：49.05%。
本题属中等难度题，考生丢分较多。
考生常见错误：①动词时态错误，使用一般过去时、现在完成时的较多②连词使用错误。
这里用what引导宾语从句，连词在从句中做动词短语talk about 的宾语，使用其他连词都是错误的。
73. that he has failed (for) several times考查要点：同位语从句和现在完成时。
剑桥雅思阅读5原文翻译及答案（test1）
剑桥雅思阅读5原文翻译及答案(test1)雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读5test1原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读5原文(test1)剑桥雅思系列真题是剑桥大学考试委员会外语考试部出版各类考试真题的唯一官方出版社出版的权威教材，书中包含最新的雅思全真试题资料，是各类雅思考生备考过程中必不可少的参考书。
非常适合学生自学的习题解答和听力录音文本。
READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Johnson’s DictionaryFor the centur y before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe thevarious worlds to conquer —lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gou gh Square, in which he set up his ‘dictionary workshop’.James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on everysubject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law —according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe" The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲ to offer him a pension. From then on, he was to become the Johnson of folklore.Questions 1-3Choose THREE letters A-H.Write your answers in boxes 1-3 on your answer sheet.NB Your answers may be given in any order.Which THREE of the following statements are true of Johnson’s Dictionary?A It avoided all scholarly words.B It was the only English dictionary in general use for 200 years.C It was famous because of the large number of people involved.D It focused mainly on language from contemporary texts.E There was a time limit for its completion.F It ignored work done by previous dictionary writers.G It took into account subtleties of meaning.H Its definitions were famous for their originality.Questions 4-7Complete the summary.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-7 on your answer sheet.In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks.On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6……… to the English language. As a reward for his ha rd work, he was granted a 7………by the king.Questions 8-13Do the following statements agree with the information given in Reading Passage 1?In boxes 8-13 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 this8 The growing importance of the middle classes led to an increased demand for dictionaries.9 Johnson has become more well known since his death.10 Johnson had been planning to write a dictionary for several years.11 Johnson set up an academy to help with the writing of his Dictionary.12 Johnson only received payment for his Dictionary on its completion.13 Not all of the assistants survived to see the publication of the Dictionary.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Nature or Nurture?A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of lifefor their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically M ilgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.B Milgram’s expe rimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)’ to ‘450 volts (danger —severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgramcalmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teache-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.G An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society —the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this se tting.’H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authorityfigure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.Questions 14-19Reading Passage 2 has nine paragraphs, A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 14-19 on your answer sheet.14 a biological explanation of the teacher-subjects’ behaviour15 the explanation Milgram gave the teacher-subjects for the experiment16 the identity of the pupils17 the expected statistical outcome18 the general aim of sociobiological study19 the way Milgram persuaded the teacher-subjects to continueQuestions 20-22Choose the correct letter, A, B, C or D.Write your answers in boxes 20-22 on your answer sheet.20 The teacher-subjects were told that were testing whetherA a 450-volt shock was dangerous.B punishment helps learning.C the pupils were honest.D they were suited to teaching.21 The teacher-subjects were instructed toA stop when a pupil asked them to.B denounce pupils who made mistakes.C reduce the shock level after a correct answer.D give punishment according to a rule.22 Before the experiment took place the psychiatristsA believed that a shock of 150 volts was too dangerous.B failed to agree on how the teacher-subjects would respond to instructions.C underestimated the teacher-subjects’ willingness to comply with experimental procedure.D thought that many of the teacher-subjects would administer a shock of 450 volts.Questions 23-26Do the following statements agree with the information given in Reading Passage 2?In boxes 23-26 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 this23 Several of the subjects were psychology students at Yale University.24 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.25 In a sociological explanation, personal values are more powerful than authority.26 Milgram’s experiment solves an important question in sociobiology.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40,which are based on Reading Passage 3 below.The Truth about the EnvironmentFor many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient —associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming — does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In 1997, for example, the World Wide Fund for Nature issued a press release entitled: ‘Two thirds of the world’s forests lost forever.’ The truth turns out to be nearer 20%.Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America’s encounter with El Nino in 1997 and 1998. This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures(which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3℃ in this century, causing considerable problems, at a total cost of US$5,000 billion.Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, andprevent half a billion people from becoming seriously ill.It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.Questions 27-32Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 27-32 on your answer sheet, writeYES if the statement ag rees with the writer’s claimsNO if the statement contradicts the writer’s clamsNOT GIVEN if it is impossible to say what the writer thinks about this27 Environmentalists take a pessimistic view of the world fora number of reasons28 Data on the Earth’s natural resources has only been collected since 1972.29 The number of starving people in the world has increased in recent years.30 Extinct species are being replaced by new species.31 Some pollution problems have been correctly linked to industrialisation.32 It would be best to attempt to slow down economic growth.Questions 33-37Choose the correct letter, A, B, C or D.Write your answers in boxes 33-37 on your answer sheet.33 What aspect of scientific research does the writer express concern about in paragraph 4?A the need to produce resultsB the lack of financial supportC the selection of areas to researchD the desire to solve every research problem34 The writer quotes from the Worldwide Fund for Nature to illustrate howA influential the mass media can be.B effective environmental groups can be.C the mass media can help groups raise funds.D environmental groups can exaggerate their claims.34 What is the writer’s main point about lobby groups in paragraph 6?A Some are more active than others.B Some are better organised than others.C Some receive more criticism than others.D Some support more important issues than others.35 The writer suggests that newspapers print items that are intended toA educate readers.B meet their readers’ expec tations.C encourage feedback from readers.D mislead readers.36 What does the writer say about America’s waste problem?A It will increase in line with population growth.B It is not as important as we have been led to believe.C It has been reduced through public awareness of the issues.D It is only significant in certain areas of the country.Questions 38-40Complete the summary with the list of words A-I below.Write the correct letter A-I in boxes 38-40 on your answer sheet.GLOBAL WARMINGThe writer admits that global warming is a 38…………….challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39…………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.A unrealisticB agreedC expensiveD rightE long-termF usualG surprisingH personalI urgent剑桥雅思阅读5原文参考译文(test1)TEST 1 PASSAGE 1参考译文：Johnson’s Dictionary约翰逊博士的字典For the century before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.约翰逊博士的《字典》于1775年出版，在此之前的一个世纪，人们一直对英语的发展状况担忧。
剑桥雅思阅读9(test1)原文答案解析
剑桥雅思阅读9(test1)原文答案解析雅思阅读部分的真题资料，同学们需要进行一些细致的总结，比如说解析其实就是很重要的内容，接下来就是店铺给同学们带来的关于剑桥雅思阅读9原文解析(test1)的内容，一起来详细的分析一下吧，希望对你们的备考有所帮助。
剑桥雅思阅读9原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.William Henry PerkinThe man who invented synthetic dyesWilliam Henry Perkin was born on March 12, 1838, in London, England. As a boy, Perkin’s curiosity prompted early intere sts in the arts, sciences, photography, and engineering. But it was a chance stumbling upon a run-down, yet functional, laboratory in his late grandfather’s home that solidified the young man’s enthusiasm for chemistry.As a student at the City of London School, Perkin became immersed in the study of chemistry. His talent and devotion to the subject were perceived by his teacher, Thomas Hall, who encouraged him to attend a series of lectures given by the eminent scientist Michael Faraday at the Royal Institution. Those speeches fired the young chemist’s enthusiasm further, and he later went on to attend the Royal College of Chemistry, which he succeeded in entering in 1853, at the age of 15.At the time of Perkin’s enrolment, the Royal College of Chemistry was headed by the noted German chemist August Wilhelm Hofmann. Perkin’s scientific gifts soon caught Hofmann’s attention and, within two years, he becameHofmann’s youngest assistant. Not long after that, Perkin made the scientific breakthrough that would bring him both fame and fortune.At the time, quinine was the only viable medical treatment for malaria. The drug is derived from the bark of the cinchona tree, native to South America, and by 1856 demand for the drug was surpassing the available supply. Thus, when Hofmann made some passing comments about the desirability of a synthetic substitute for quinine, it was unsurprising that his star pupil was moved to take up the challenge.During his vacation in 1856, Perkin spent his time in the laboratory on th e top floor of his family’s house. He was attempting to manufacture quinine from aniline, an inexpensive and readily available coal tar waste product. Despite his best efforts, however, he did not end up with quinine. Instead, he produced a mysterious dark sludge. Luckily, Perkin’s scientific training and nature prompted him to investigate the substance further. Incorporating potassium dichromate and alcohol into the aniline at various stages of the experimental process, he finally produced a deep purple solution. And, proving the truth of the famous scientist Louis Pasteur’s words ‘chance favours only the prepared mind’, Perkin saw the potential of his unexpected find.Historically, textile dyes were made from such natural sources as plants and animal excretions. Some of these, such as the glandular mucus of snails, were difficult to obtain and outrageously expensive. Indeed, the purple colour extracted from a snail was once so costly in society at the time only the rich could afford it. Further, natural dyes tended to be muddy in hue and fade quickly. It was against this backdrop that Perkin’sdiscovery was made.Perkin quickly grasped that his purple solution could be used to colour fabric, thus making it the world’s first synthetic dye. Realising the importance of this breakthrough, he lost no time in patenting it. But perhaps the most fascinating of all Perkin’s reactions to his find was his nearly instant recognition that the new dye had commercial possibilities.Perkin originally named his dye Tyrian Purple, but it later became commonly known as mauve (from the French for the plant used to make the colour violet). He asked advice of Scottish dye works owner Robert Pullar, who assured him that manufacturing the dye would be well worth it if the colour remained fast (i.e. would not fade) and the cost was relatively low. So, over the fierce objections of his mentor Hofmann, he left college to give birth to the modern chemical industry.With the help of his father and brother, Perkin set up a factory not far from London. Utilising the cheap and plentiful coal tar that was an almost unlimited byproduct of London’s gas street lighting, the dye works began producing the world’s first synthetically dyed material in 1857. The company received a commercial boost from the Empress Eugenie of France, when she decided the new colour flattered her. Very soon, mauve was the necessary shade for all the fashionable ladies in that country. Not to be outdone, England’s Queen Victoria also appeared in public wearing a mauve gown, thus making it all the rage in England as well. The dye was bold and fast, and the public clamoured for more. Perkin went back to the drawing board.Although Perkin’s fame was achieved and fortune assured by his first discovery, the chemist continued his research. Among other dyes he developed and introduced were aniline red (1859)and aniline black (1863) and, in the late 1860s, Perkin’s green. It is important to note that Perkin’s synthetic dye discoveries had outcomes far beyond the merely decorative. The dyes also became vital to medical research in many ways. For instance, they were used to stain previously invisible microbes and bacteria, allowing researchers to identify such bacilli as tuberculosis, cholera, and anthrax. Artificial dyes continue to play a crucial role today. And, in what would have been particularly pleasing to Perkin, their current use is in the search for a vaccine against malaria.Questions 1-7Do the following statements agree with the information given in Reading Passage 1?In boxes 1-7 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 Michael Faraday was the first person to recognise Perkin’s ability as a student of chemistry.2 Michael Faraday suggested Perkin should enrol in the Royal College of Chemistry.3 Perkin employed August Wilhelm Hofmann as his assistant.4 Perkin was still young when he made the discovery that made him rich and famous.5 The trees from which quinine is derived grow only in South America.6 Perkin hoped to manufacture a drug from a coal tar waste product.7 Perkin was inspired by the discoveries of the famous scientist Louis Pasteur.Questions 8-13Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 8-13 on your answer sheet.8 Before Perkin’s discovery, with what group in society was the colour purple associated?9 What potential did Perkin immediately understand that his new dye had?10 What was the name finally used to refer to the first colour Perkin invented?11 What was the name of the person Perkin consulted before setting up his own dye works?12 In what country did Perkin’s newly invented colour first become fashionable?13 According to the passage, which disease is now being targeted by researchers using synthetic dyes?READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-17Reading Passage 2 has five paragraphs, A-E.Choose the correct heading for paragraphs B-E from the list of headings below.Write the correct number, i-vii, in boxes 14-17 on your answer sheet.List of Headingsi Seeking the transmission of radio signals from planetsii Appropriate responses to signals from other civilisations iii Vast distances to Earth’s closest neighboursiv Assumptions underlying the search for extra-terrestrial intelligencev Reasons for the search for extra-terrestrial intelligencevi Knowledge of extra-terrestrial life formsvii Likelihood of life on other planetsExample AnswerParagraph A v14 Paragraph B15 Paragraph C16 Paragraph D17 Paragraph EIS THERE ANYBODY OUT THERE?The Search for Extra-terrestrial IntelligenceThe question of whether we are alone in the Universe has haunted humanity for centuries, but we may now stand poised on the brink of the answer to that question, as we search for radio signals from other intelligent civilisations. This search, often known by the acronym SETI (search for extra-terrestrial intelligence), is a difficult one. Although groups around the world have been searching intermittently for three decades, it is only now that we have reached the level of technology where we can make a determined attempt to search all nearby stars for any sign of life.AThe primary reason for the search is basic curiosity hethe same curiosity about the natural world that drives all pure science. We want to know whether we are alone in the Universe. We want to know whether life evolves naturally if given the right conditions, or whether there is something very special about the Earth to have fostered the variety of life forms that, we seearound us on the planet. The simple detection of a radio signal will be sufficient to answer this most basic of all questions. In this sense, SETI is another cog in the machinery of pure science which is continually pushing out the horizon of our knowledge. However, there are other reasons for being interested in whether life exists elsewhere. For example, we have had civilisation on Earth for perhaps only a few thousand years, and the threats of nuclear war and pollution over the last few decades have told us that our survival may be tenuous. Will we last another two thousand years or will we wipe ourselves out? Since the lifetime of a planet like ours is several billion years, we can expect that, if other civilisations do survive in our galaxy, their ages will range from zero to several billion years. Thus any other civilisation that we hear from is likely to be far older, on average, than ourselves. The mere existence of such a civilisation will tell us that long-term survival is possible, and gives us some cause for optimism. It is even possible that the older civilisation may pass on the benefits of their experience in dealing with threats to survival such as nuclear war and global pollution, and other threats that we haven’t yet discovered.BIn discussing whether we are alone, most SETI scientists adopt two ground rules. First, UFOs (Unidentified Flying Objects) are generally ignored since most scientists don’t consider the evidence for them to be strong enough to bear serious consideration (although it is also important to keep an open mind in case any really convincing evidence emerges in the future). Second, we make a very conservative assumption that we are looking for a life form that is pretty well like us, since if it differs radically from us we may well not recognise it as a life form,quite apart from whether we are able to communicate with it. In other words, the life form we are looking for may well have two green heads and seven fingers, but it will nevertheless resemble us in that it should communicate with its fellows, be interested in the Universe, live on a planet orbiting a star like our Sun, and perhaps most restrictively, have a chemistry, like us, based on carbon and water.CEven when we make these assumptions, our understanding of other life forms is still severely limited. We do not even know, for example, how many stars have planets, and we certainly do not know how likely it is that life will arise naturally, given the right conditions. However, when we look at the 100 billion stars in our galaxy (the Milky Way), and 100 billion galaxies in the observable Universe, it seems inconceivable that at least one of these planets does not have a life form on it; in fact, the best educated guess we can make, using the little that we do know about the conditions for carbon-based life, leads us to estimate that perhaps one in 100,000 stars might have a life-bearing planet orbiting it. That means that our nearest neighbours are perhaps 100 light years away, which is almost next door in astronomical terms.DAn alien civilistation could choose many different ways of sending information across the galaxy, but many of these either require too much energy, or else are severely attenuated while traversing the vast distances across the galaxy. It turns out that, for a given amount of transmitted power, radio waves in the frequency range 1000 to 3000 MHz travel the greatest distance, and so all searches to date have concentrated on looking forradio waves in this frequency range. So far there have been a number of searches by various groups around the world, including Australian searches using the radio telescope at Parkes, New South Wales. Until now there have not been any detections from the few hundred stars which have been searched. The scale of the searches has been increased dramatically since 1992, when the US Congress voted NASA $10 million per year for ten years to conduct, a thorough search for extra-terrestrial life. Much of the money in this project is being spent on developing the special hardware needed to search many frequencies at once. The project has two parts. One part is a targeted search using the world’s largest radio telescopes, the American-operated telescope in Arecibo, Puerto Rico and the French telescope in Nancy in France. This part of the project is searching the nearest 1000 likely stars with high sensitivity for signals in the frequency rang 1000 to 3000 MHz. The other part of the project is an undirected search which is monitoring all of space with a lower sensitivity, using the smaller antennas of NASA’s Deep Space Network.EThere is considerable debate over how we should react if we detect a signal from an alien civilisation. Everybody agrees that we should not reply immediately. Quite apart from the impracticality of sending a reply over such large distances at short notice, it raises a host of ethical questions that would have to be addressed by the global community before any reply could be sent. Would the human race face the culture shock if faced with a superior and much older civilisation? Luckily, there is no urgency about this. The stars being searched are hundreds of light years away, so it takes hundreds of years for their signal toreach us, and a further few hundred years for our reply to reach them. It’s not important, then, if there’s a delay of a few years, or decades, while the human race debates the question of whether to reply, and perhaps carefully drafts a reply.Questions 18-20Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-20 on your answer sheet.18 What is the life expectancy of Earth?19 What kind of signals from other intelligent civilisations are SETI scientists searching for?20 How many stars are the world’s most powerful radio telescopes searching?Questions 21-26Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 21-26 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 this21 Alien civilisations may be able to help the human race to overcome serious problems.22 SETI scientists are trying to find a life form that resembles humans in many ways.23 The Americans and Australians have co-operated on joint research projects.24 So far SETI scientists have picked up radio signals from several stars.25 The NASA project attracted criticism from some members of Congress.26 If a signal from outer space is received, it will be important to respond promptly.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.The history of the tortoiseIf you go back far enough, everything lived in the sea. At various points in evolutionary history, enterprising individuals within many different animal groups moved out onto the land, sometimes even to the most parched deserts, taking their own private seawater with them in blood and cellular fluids. In addition to the reptiles, birds, mammals and insects which we see all around us, other groups that have succeeded out of water include scorpions, snails, crustaceans such as woodlice and land crabs, millipedes and centipedes, spiders and various worms. And we mustn’t forget the pla nts, without whose prior invasion of the land none of the other migrations could have happened.Moving from water to land involved a major redesign of every aspect of life, including breathing and reproduction. Nevertheless, a good number of thorough going land animals later turned around, abandoned their hard-earned terrestrial re-tooling, and returned to the water again. Seals have only gone part way back. They show us what the intermediates might have been like, on the way to extreme cases such as whales and dugongs. Whales (including the small whales we call dolphins) and dugongs, with their close cousins the manatees, ceased to be land creatures altogether and reverted to the full marine habits of their remote ancestors. They don’t even come ashoreto breed. They do, however, still breathe air, having never developed anything equivalent to the gills of their earlier marine incarnation. Turtles went back to the sea a very long time ago and, like all vertebrate returnees to the water, they breathe air. However, they are, in one respect, less fully given back to the water than whales or dugongs, for turtles still lay their eggs on beaches.There is evidence that all modern turtles are descended from a terrestrial ancestor which lived before most of the dinosaurs. There are two key fossils called Proganochelys quenstedti and Plaeochersis talampayensis dating from early dinosaur times, which appear to be close to the ancestry of all modern turtles and tortoises. You might wonder how we can tell whether fossil animals lived on land or in water, especially if only fragments are found. Sometimes it’s obvious. Ichthyosaurs were reptilian contemporaries of the dinosaurs, with fins and streamlined bodies. The fossils look like dolphins and they surely lived like dolphins, in the water. With turtles it is a little less obvious. One way to tell is by measuring the bones of their forelimbs.Walter Joyce and Jacques Gauthier, at Yale University, obtained three measurements in these particular bones of 71 species of living turtles and tortoises. They used a kind of triangular graph paper to plot the three measurements against one another. All the land tortoise species formed a tight cluster of points in the upper part of the triangle; all the water turtles cluster in the lower part of the triangular graph. There was no overlap, except when they added some species that spend time both in water and on land. Sure enough, these amphibious species show up on the triangular graph approximately half way between the ‘wet cluster’ of sea turtles and the ‘dry cluster’of land tortoises. The next step was to determine where the fossils fell. The bones of P. quenstedti and P. talampayensis leave us in no doubt. Their points on the graph are right in the thick of the dry cluster. Both these fossils were dry-land tortoises. They come from the era before our turtles returned to the water.You might think, therefore, that modern land tortoises have probably stayed on land ever since those early terrestrial times, as most mammals did after a few of them went back to the sea. But apparently not. If you draw out the family three of all modern turtles and tortoises, nearly all the branches are aquatic. Today’s land tortoises constitute a single branch, deeply nested among branches consisting of aquatic turtles. This suggests that modern land tortoises have not stayed on land continuously since the time of P. quenstedti and P. talampayensis. Rather, their ancestors were among those who went back to the water, and they then reemerged back onto the land in (relatively) more recent times.Tortoises therefore represent a remarkable double return. In common with all mammals, reptiles and birds, their remote ancestors were marine fish and before that various more or less worm-like creatures stretching back, still in the sea, to the primeval bacteria. Later ancestors lived on land and stayed there for a very large number of generations. Later ancestors still evolved back into the water and became sea turtles. And finally they returned yet again to the land as tortoises, some of which now live in the driest of deserts.Questions 27-30Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 27-30 on your answer sheet.27 What had to transfer from sea to land before any animals could migrate?28 Which TWO processes are mentioned as those in which animals had to make big changes as they moved onto lands?29 Which physical feature, possessed by their ancestors, do whales lack?30 which animals might ichthyosaurs have resembled?Questions 31-33Do the following statements agree with the information given in Reading Passage 3?In boxes 31-33 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 this31 Turtles were among the first group of animals to migrate back to the sea.32 It is always difficult to determine where an animal lived when its fossilised remains are incomplete.33 The habitat of ichthyosaurs can be determined by the appearance of their fossilised remains.Questions 34-39Complete the flow-chart below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 34-39 on your answer sheet.Method of determining where the ancestors of turtles and tortoises come fromStep 171 species of living turtles and tortoises were examined anda total of 34 ……………………. were taken from the bones of theirforelimbs.Step 2The data was recorded on a 35 ……………….. (necessary for comparing the information).Outcome: Land tortoises were represented by a dense 36 …………………………… of points towards the top.Sea turtles were grouped together in the bottom part.Step 3The same data was collected from some living 37 ………………. species and added to the other results.Outcome: The points for these species turned out to be positioned about 38 ……………… up the triangle between the land tortoises and the sea turtles.Step 4Bones of P. quenstedti and P. talampayensis were examined in a similar way and the results added.Outcome: The position of the points indicated that both these ancient creatures were 39…………..Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.According to the writer, the most significant thing about tortoises is thatA they are able to adapt to life in extremely dry environments.B their original life form was a kind of primeval bacteria.C they have so much in common with sea turtles.D they have made the transition from sea to land more than once.剑桥雅思阅读9原文参考译文(test1)PASSAGE 1参考译文：William Henry Perkin 合成染料的发明者Wiliam Henry Perkin于1838年3月12日出生于英国伦敦。
剑桥雅思阅读11（test1）答案精讲
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剑桥雅思阅读11原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Crop-growing skyscrapersBy the year 2050, nearly 80% of the Earth’s population will live in urban centres. Applying the most conservative estimates to current demographic trends, the human population will increase by about three billion people by then. An estimated 109 hectares of new land (about 20% larger than Brazil) will be needed to grow enough food to feed them, if traditional farming methods continue as they are practised today. At present, throughout the world, over 80% of the land that is suitable for raising crops is in use. Historically, some 15% of that has been laid waste by poor management practices. What can be done to ensure enough food for the world’s population to live on?The concept of indoor farming is not new, since hothouse production of tomatoes and other produce has been in vogue for some time. What is new is the urgent need to scale up this technology to accommodate another three billion people. Many believe an entirely new approach to indoor farming is required, employing cutting-edge technologies. One such proposal is for the ‘Vertical Farm’. The concept is of multi-storey buildings in which food crops are grown in environmentally controlledconditions. Situated in the heart of urban centres, they would drastically reduce the amount of transportation required to bring food to consumers. Vertical farms would need to be efficient, cheap to construct and safe to operate. If successfully implemented, proponents claim, vertical farms offer the promise of urban renewal, sustainable production of a safe and varied food supply (through year-round production of all crops), and the eventual repair of ecosystems that have been sacrificed for horizontal farming.It took humans 10,000 years to learn how to grow most of the crops we now take for granted. Along the way, we despoiled most of the land we worked, often turning verdant, natural ecozones into semi-arid deserts. Within that same time frame, we evolved into an urban species, in which 60% of the human population now lives vertically in cities. This means that, for the majority, we humans have shelter from the elements, yet we subject our food-bearing plants to the rigours of the great outdoors and can do no more than hope for a good weather year. However, more often than not now, due to a rapidly changing climate, that is not what happens. Massive floods, long droughts, hurricanes and severe monsoons take their toll each year, destroying millions of tons of valuable crops.The supporters of vertical farming claim many potential advantages for the system. For instance, crops would be produced all year round, as they would be kept in artificially controlled, optimum growing conditions. There would be no weather-related crop failures due to droughts, floods or pests. All the food could be grown organically, eliminating the need for herbicides, pesticides and fertilisers. The system would greatly reduce the incidence of many infectious diseases that areacquired at the agricultural interface. Although the system would consume energy, it would return energy to the grid via methane generation from composting non-edible parts of plants. It would also dramatically reduce fossil fuel use, by cutting out the need for tractors, ploughs and shipping.A major drawback of vertical farming, however, is that the plants would require artificial light. Without it, those plants nearest the windows would be exposed to more sunlight and grow more quickly, reducing the efficiency of the system. Single-storey greenhouses have the benefit of natural overhead light: even so, many still need artificial lighting. A multi-storey facility with no natural overhead light would require far more. Generating enough light could be prohibitively expensive, unless cheap, renewable energy is available, and this appears to be rather a future aspiration than a likelihood for the near future.One variation on vertical farming that has been developed is to grow plants in stacked trays that move on rails. Moving the trays allows the plants to get enough sunlight. This system is already in operation, and works well within a single-storey greenhouse with light reaching it from above: it is not certain, however, that it can be made to work without that overhead natural light.Vertical farming is an attempt to address the undoubted problems that we face in producing enough food for a growing population. At the moment, though, more needs to be done to reduce the detrimental impact it would have on the environment, particularly as regards the use of energy. While it is possible that much of our food will be grown in skyscrapers in future, most experts currently believe it is far more likely that we will simply use the space available on urban rooftops.Questions 1-7Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 1-7 on your answer sheet.Indoor farming1 Some food plants, including __________, are already grown indoors.2 Vertical farms would be located in __________, meaning that there would be less need to take them long distances to customers.3 Vertical farms could use methane from plants and animals to produce __________.4 The consumption of __________ would be cut because agricultural vehicles would be unnecessary.5 The fact that vertical farms would need __________ light is a disadvantage.6 One form of vertical farming involves planting in __________ which are not fixed.7 The most probable development is that food will be grown on __________ in towns and cities.Questions 8-13Do the following statements agree with the information given in Reading Passage 1?In boxes 8-13 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 this8 Methods for predicting the Earth’s population have recently changed.9 Human beings are responsible for some of the destruction to food-producing land.10 The crops produced in vertical farms will depend on the season.11 Some damage to food crops is caused by climate change.12 Fertilisers will be needed for certain crops in vertical farms.13 Vertical farming will make plants less likely to be affected by infectious diseases.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.THE FALKIRK WHEELA unique engineering achievementThe Falkirk Wheel in Scotland is the world’s first and only rotating boat lift. Opened in 2002, it is central to the ambitious ￡84.5m Millennium Link project to restore navigability across Scotland by reconnecting the historic waterways of the Forth & Clyde and Union Canals.The major challenge of the project lay in the fact that the Forth & Clyde Canal is situated 35 metres below the level of the Union Canal. Historically, the two canals had been joined near the town of Falkirk by a sequence of 11 locks — enclosed sections of canal in which the water level could be raised or lowered — that stepped down across a distance of 1.5 km. This had been dismantled in 1933, thereby breaking the link. When the project was launched in 1994, the British Waterways authority were keen to create a dramatic twenty-first-century landmark which would not only be a fitting commemoration of the Millennium, but also a lasting symbol of the economic regeneration of the region.Numerous ideas were submitted for the project, includingconcepts ranging from rolling eggs to tilting tanks, from giant see-saws to overhead monorails. The eventual winner was a plan for the huge rotating steel boat lift which was to become The Falkirk Wheel. The unique shape of the structure is claimed to have been inspired by various sources, both manmade and natural, most notably a Celtic double-headed axe, but also the vast turning propeller of a ship, the ribcage of a whale or the spine of a fish.The various parts of The Falkirk Wheel were all constructed and assembled, like one giant toy building set, at Butterley Engineering’s Steelworks in Derbyshire, some 400 km from Falkirk. A team there carefully assembled the 1,200 tonnes of steel, painstakingly fitting the pieces together to an accuracy of just 10 mm to ensure a perfect final fit. In the summer of 2001, the structure was then dismantled and transported on 35 lorries to Falkirk, before all being bolted back together again on the ground, and finally lifted into position in five large sections by crane. The Wheel would need to withstand immense and constantly changing stresses as it rotated, so to make the structure more robust, the steel sections were bolted rather than welded together. Over 45,000 bolt holes were matched with their bolts, and each bolt was hand-tightened.The Wheel consists of two sets of opposing axe-shaped arms, attached about 25 metres apart to a fixed central spine. Two diametrically opposed water-filled ‘gondolas’, each with a capacity of 360,000 litres, are fitted between the ends of the arms. These gondolas always weigh the same, whether or not they are carrying boats. This is because, according to Archimedes’principle of displacement, floating objects displace their own weight in water. So when a boat enters a gondola, the amount ofwater leaving the gondola weighs exactly the same as the boat. This keeps the Wheel balanced and so, despite its enormous mass, it rotates through 180°in five and a half minutes while using very little power. It takes just 1.5 kilowatt-hours (5.4 MJ) of energy to rotate the Wheel — roughly the same as boiling eight small domestic kettles of water.Boats needing to be lifted up enter the canal basin at the level of the Forth & Clyde Canal and then enter the lower gondola of the Wheel. Two hydraulic steel gates are raised, so as to seal the gondola off from the water in the canal basin. The water between the gates is then pumped out. A hydraulic clamp, which prevents the arms of the Wheel moving while the gondola is docked, is removed, allowing the Wheel to turn. In the central machine room an array of ten hydraulic motors then begins to rotate the central axle. The axle connects to the outer arms of the Wheel, which begin to rotate at a speed of 1/8 of a revolution per minute. As the wheel rotates, the gondolas are kept in the upright position by a simple gearing system. Two eight-metre-wide cogs orbit a fixed inner cog of the same width, connected by two smaller cogs travelling in the opposite direction to the outer cogs — so ensuring that the gondolas always remain level. When the gondola reaches the top, the boat passes straight onto the aqueduct situated 24 metres above the canal basin.The remaining 11 metres of lift needed to reach the Union Canal is achieved by means of a pair of locks. The Wheel could not be constructed to elevate boats over the full 35-metre difference between the two canals, owing to the presence of the historically important Antonine Wall, which was built by the Romans in the second century AD. Boats travel under this wall via a tunnel, then through the locks, and finally on to the Union Canal.Questions 14-19Do the following statements agree with the information given in Reading Passage 2?In boxes 14-19 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 this14 The Falkirk Wheel has linked the Forth & Clyde Canal with the Union Canal for the first time in their history.15 There was some opposition to the design of the Falkirk Wheel at first.16 The Falkirk Wheel was initially put together at the location where its components were manufactured.17 The Falkirk Wheel is the only boat lift in the world which has steel sections bolted together by hand.18 The weight of the gondolas varies according to the size of boat being carried.19 The construction of the Falkirk Wheel site took into account the presence of a nearby ancient monument.Questions 20-26Label the diagram below.Choose ONE WORD from the passage for each answer.Write your answers in boxes 20-26 on your answer sheet.How a boat is lifted on the Falkirk WheelREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Reducing the Effects of Climate ChangeMark Rowe reports on the increasingly ambitious geo-engineering projects being explored by scientistsA Such is our dependence on fossil fuels, and such is the volume of carbon dioxide already released into the atmosphere, that many experts agree that significant global warming is now inevitable. They believe that the best we can do is keep it at a reasonable level, and at present the only serious option for doing this is cutting back on our carbon emissions. But while a few countries are making major strides in this regard, the majority are having great difficulty even stemming the rate of increase, let alone reversing it. Consequently, an increasing number of scientists are beginning to explore the alternative of geo-engineering — a term which generally refers to the intentional large-scale manipulation of the environment. According to its proponents, geo-engineering is the equivalent of a backup generator: if Plan A — reducing our dependency on fossil fuels — fails, we require a Plan B, employing grand schemes to slow down or reverse the process of global warming.B Geo-engineering has been shown to work, at least on a small localised scale. For decades, May Day parades in Moscow have taken place under clear blue skies, aircraft having deposited dry ice, silver iodide and cement powder to disperse clouds. Many of the schemes now suggested look to do the opposite, and reduce the amount of sunlight reaching the planet. The most eye-catching idea of all is suggested by Professor Roger Angel of the University of Arizona. His scheme would employ up to 16 trillion minute spacecraft, each weighing about one gram, to form a transparent, sunlight-refracting sunshade in an orbit 1.5 million km above the Earth. This could, argues Angel, reduce the amount of light reaching the Earth by two per cent.C The majority of geo-engineering projects so far carried out — which include planting forests in deserts and depositing ironin the ocean to stimulate the growth of algae — have focused on achieving a general cooling of the Earth. But some look specifically at reversing the melting at the poles, particularly the Arctic. The reasoning is that if you replenish the ice sheets and frozen waters of the high latitudes, more light will be reflected back into space, so reducing the warming of the oceans and atmosphere.D The concept of releasing aerosol sprays into the stratosphere above the Arctic has been proposed by several scientists. This would involve using sulphur or hydrogen sulphide aerosols so that sulphur dioxide would form clouds, which would, in turn, lead to a global dimming. The idea is modelled on historic volcanic explosions, such as that of Mount Pinatubo in the Philippines in 1991, which led to a short-term cooling of global temperatures by 0.5℃. Scientists have also scrutinised whether it’s possible to preserve the ice sheets of Greenland with reinforced high-tension cables, preventing icebergs from moving into the sea. Meanwhile in the Russian Arctic, geo-engineering plans include the planting of millions of birch trees. Whereas the region’s native evergreen pines shade the snow and absorb radiation, birches would shed their leaves in winter, thus enabling radiation to be reflected by the snow. Re-routing Russian rivers to increase cold water flow to ice-forming areas could also be used to slow down warming, say some climate scientists.E But will such schemes ever be implemented? Generally speaking, those who are most cautious about geo-engineering are the scientists involved in the research. Angel says that his plan is ‘no substitute for developing renewable energy: the only permanent solution’. And Dr Phil Rasch of the US-based Pacific Northwest National Laboratory is equally guarded about the roleof geo-engineering: ‘I think all of us agree that if we were to end geo-engineering on a given day, then the planet would return to its pre-engineered condition very rapidly, and probably within ten to twenty years. That’s certainly something to worry about.’F The US National Center for Atmospheric Research has already suggested that the proposal to inject sulphur into the atmosphere might affect rainfall patterns across the tropics and the Southern Ocean. ‘Geo-engineering plans to inject stratospheric aerosols or to seed clouds would act to cool the planet, and act to increase the extent of sea ice,’ says Rasch. ‘But all the models suggest some impact on the distribution of precipitation.’G ‘A further risk with geo-engineering projects is that you can “overshoot”,’says Dr Dan Lunt, from the University of Bristol’s School of Geophysical Sciences, who has studied the likely impacts of the sunshade and aerosol schemes on the climate. ‘You may bring global temperatures back to pre-industrial levels, but the risk is that the poles will still be warmer than they should be and the tropics will be cooler than before industrialisation.’ To avoid such a scenario, Lunt says Angel’s project would have to operate at half strength; all of which reinforces his view that the best option is to avoid the need for geo-engineering altogether.H The main reason why geo-engineering is supported by many in the scientific community is that most researchers have little faith in the ability of politicians to agree — and then bring in —the necessary carbon cuts. Even leading conservation organisations see the value of investigating the potential of geo-engineering. According to Dr Martin Sommerkorn, climatechange advisor for the World Wildlife Fund’s International Arctic Programme, ‘Human-induced climate change has brought humanity to a position where we shouldn’t exclude thinking thoroughly about this topic and its possibilities.’Questions 27-29Reading Passage 3 has eight paragraphs A-H.Which paragraph contains the following information?Write the correct letter, A-H, in boxes 27-29 on your answer sheet.27 mention of a geo-engineering project based on an earlier natural phenomenon28 an example of a successful use of geo-engineering29 a common definition of geo-engineeringQuestions 30-36Complete the table below.Choose ONE WORD from the passage for each answer.Write your answers in boxes 30-36 on your answer sheet.GEO-ENGINEERING PROJECTSProcedure Aimput a large number of tiny spacecraft into orbit far above Earth to create a 30 __________ that would reduce the amount of light reaching Earthplace 31 __________ in the sea to encourage 32 __________ to formrelease aerosol sprays into the stratosphere to create 33 __________ that would reduce the amount of light reaching Earth fix strong 34 __________ to Greenland ice sheets to prevent icebergs moving into the seaplant trees in Russian Arctic that would lose their leaves in winter to allow the 35 __________ to reflect radiationchange the direction of 36 __________ to bring more cold water into ice-forming areasQuestions 37-40Look at the following statements (Questions 37-40) and the list of scientists below.Match each statement with the correct scientist, A-D.Write the correct letter, A-D, in boxes 37-40 on your answer sheet.37 The effects of geo-engineering may not be long-lasting.38 Geo-engineering is a topic worth exploring.39 It may be necessary to limit the effectiveness of geo-engineering projects.40 Research into non-fossil-based fuels cannot be replaced by geo-engineering.List of ScientistsA Roger AngelB Phil RaschC Dan LuntD Martin Sommerkorn剑桥雅思阅读11原文参考译文(test1)PASSAGE 1参考译文：作物生长的“摩天大厦”到2050年，近80%的地球人口将在城市中心生活。
大学英语B讲析Test1(1)
Test 1一、交际用语（1’*10）1. How are you, Bob?_______________ Ted.A. How are you?B. I’m fine. Thank you.C. How do you do?D. Nice to meet you.---你好吗，鲍勃？---我很好，特德。
2. Thank you for your help._________________A. My pleasure.B. Never mindC. Quite right.D. Don’t thank me.---谢谢你的帮忙。
---我很荣幸。
3. Hello, I’m Harry Potter.Hello, my name is Charles Green, but_______.A. call my Charles.B. call me at Charles.C. call me Charles.D. call Charles me.---你好，我是哈里﹒波特。
---你好，我是查理﹒格林，你可以叫我查理。
4. Paul, ______________ ?Oh, that’s my father! And beside him, my mother.A. What is the person over thereB. Who’s talking over thereC.What are they doingD.Which is that---鲍，那边在说话的人是谁？---哦，那是我的爸爸，在他旁边的是我妈妈。
5.Hi, Tom, how is everything with you?_______________, and how are you?A. Don’t mention it.B. Hm, not too bad.C. Thanks.D. Pretty fast.---你好，汤姆，近来都好吗？---还不错，你呢?6. That’s a beautiful dress you have on!__________A. Oh, thanks. I got it yesterday.B. Sorry, it’s too cheap.C. You can have it.D. See you later.---你穿的这件裙子很漂亮。
剑桥雅思阅读10答案精讲（test1）
剑桥雅思阅读10答案精讲(test1)雅思阅读部分的真题资料，同学们需要进行一些细致的总结，比如说解析其实就是很重要的内容，接下来就是小编给同学们带来的关于剑桥雅思阅读10原文翻译解析(test1)的内容，一起来详细的分析一下吧，希望对你们的备考有所帮助。
剑桥雅思阅读10原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13，which are based on Reading Passage 1 below.StepwellsA millennium ago, stepwells were fundamental to life in the driest parts of India. Richard Cox travelled to north-western India to document these spectacular monuments from a bygone era During the sixth and seventh centuries, the inhabitants of the modern-day states of Gujarat and Rajasthan in north-western India developed a method of gaining access to clean, fresh groundwater during the dry season for drinking, bathing, watering animals and irrigation. However, the significance of this invention —the stepwell —goes beyond its utilitarian application.Unique to this region, stepwells are often architecturally complex and vary widely in size and shape. During their heyday, they were places of gathering, of leisure and relaxation and of worship for villagers of all but the lowest classes. Most stepwells are found dotted round the desert areas of Gujarat (where they are called vav) and Rajasthan (where they are called baori), while a few also survive in Delhi. Some were located in or near villages as public spaces for the community; others were positioned beside roads as resting places for travellers.As their name suggests, stepwells comprise a series of stone steps descending from ground level to the water source (normally an underground aquifer) as it recedes following the rains. When the water level was high, the user needed only to descend a few steps to reach it; when it was low, several levels would have to be negotiated.Some wells are vast, open craters with hundreds of steps paving each sloping side, often in tiers. Others are more elaborate, with long stepped passages leading to the water via several storeys. Built from stone and supported by pillars, they also included pavilions that sheltered visitors from the relentless heat. But perhaps the most impressive features are the intricate decorative sculptures that embellish many stepwells, showing activities from fighting and dancing to everyday acts such as women combing their hair or churning butter.Down the centuries, thousands of wells were constructed throughout north?western India, but the majority have now fallen into disuse; many are derelict and dry, as groundwater has been diverted for industrial use and the wells no longer reach the water table. Their condition hasn’t been helped by recent dry spells: southern Rajasthan suffered an eight-year drought between 1996 and 2004.However, some important sites in Gujarat have recently undergone major restoration, and the state government announced in June last year that it plans to restore the stepwells throughout the state.In Patan, the state’s ancient capital, the stepwell of Rani Ki Vav (Queen’s Stepwell) is perhaps the finest current example. It was built by Queen Udayamati during the late 11th century, but became silted up following a flood during the 13th century. Butthe Archaeological Survey of India began restoring it in the 1960s, and today it is in pristine condition. At 65 metres long, 20 metres wide and 27 metres deep, Rani Ki Vav features 500 sculptures carved into niches throughout the monument. Incredibly, in January 2001, this ancient structure survived an earthquake that measured 7.6 on the Richter scale.Another example is the Surya Kund in Modhera, northern Gujarat, next to the Sun Temple, built by King Bhima I in 1026 to honour the sun god Surya. It actually resembles a tank (kund means reservoir or pond) rather than a well, but displays the hallmarks of stepwell architecture, including four sides of steps that descend to the bottom in a stunning geometrical formation. The terraces house 108 small, intricately carved shrines between the sets of steps.Rajasthan also has a wealth of wells. The ancient city of Bundi, 200 kilometres south of Jaipur, is renowned for its architecture, including its stepwells.One of the larger examples is Raniji Ki Baori，which was built by the queen of the region, Nathavatji, in 1699. At 46 metres deep, 20 metres wide and 40 metres long, the intricately carved monument is one of 21 baoris commissioned in the Bundi area by Nathavatji.In the old ruined town of Abhaneri, about 95 kilometres east of Jaipur, is Chand Baori, one of India’s oldest and deepest wells; aesthetically it’s perhaps one of the most dramatic. Built in around 850 AD next to the temple of Harshat Mata, the baori comprises hundreds of zigzagging steps that run along three of its sides, steeply descending 11 storeys, resulting in a striking pattern when seen from afar. On the fourth side, verandas which are supported by ornate pillars overlook the steps.Still in public use is Neemrana Ki Baori, located just off the Jaipur-Delhi highway. Constructed in around 1700, it is nine storeys deep, with the last two being underwater. At ground level, there are 86 colonnaded openings from where the visitor descends 170 steps to the deepest water source.Today, following years of neglect, many of these monuments to medieval engineering have been saved by the Archaeological Survey of India, which has recognised the importance of preserving them as part of the country’s rich history. T ourists flock to wells in far-flung corners of north?-western India to gaze in wonder at these architectural marvels from hundreds of years ago, which serve as a reminder of both the ingenuity and artistry of ancient civilisations and of the value of water to human existence.Questions 1-5Do the following statements agree with the information given in Reading Passage 1?In boxes 1-5 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 Examples of ancient stepwells can be found all over the world.2 Stepwells had a range of functions, in addition to those related to water collection.3 The few existing stepwells in Delhi are more attractive than those found elsewhere.4 It took workers many years to build the stone steps characteristic of stepwells.5 The number of steps above the water level in a stepwellaltered during the course of a year.Questions 6-8Answer the questions below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 6-8 on your answer sheet6 Which part of some stepwells provided shade for people?7 What type of serious climatic event, which took place in southern Rajasthan, is mentioned in the article?8 Who are frequent visitors to stepwells nowadays?Questions 9-13Complete the table below.Choose ONE WORD AND/OR A NUMBER from the passage for each answer. Write your answers in boxes 9-13 on your answer sheetStepwell Date Features Other notesRani Ki Vav Late11thcentury As many as 500 sculptures decorate the monument Restored in the 1960sExcellent condition, despite the 9 _______ of 2001Surya Kund 1026 Steps on the10 ______ produce ageometrical patternCarved shrines Looks more like a 11 _______than a wellRaniji Ki Baori 1699 Intricately carved monument One of 21 baoris in the area commissioned by Queen Nathavatji Chand Baori 850 AD Steps take you down 11 storeys to the bottom Old, deep and very dramaticHas 12 _____ whichprovide a view of the stepsNeemrana Ki Baori 1700 Has two 13 ______levels Used by public todayREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-21Reading Passage 2 has nine paragraphs, A-I.Choose the correct heading for paragraphs A-E and G-I from the list of headings below.Write the correct number，i-xi, in boxes 14-21 on your answer sheetList of Headingsi A fresh and important long-term goalii Charging for roads and improving other transport methods iii Changes affecting the distances goods may be transportediv Taking all the steps necessary to change transport patterns v The environmental costs of road transportvi The escalating cost of rail transportvii The need to achieve transport rebalanceviii The rapid growth of private transportix Plans to develop major road networksx Restricting road use through charging policies alonexi Transport trends in countries awaiting EU admission14 Paragraph A 19 Paragraph G15 Paragraph B 20 Paragraph H16 Paragraph C 21 Paragraph I17 Paragraph D18 Paragraph EExample AnswerParagraph F viiEUROPEAN TRANSPORT SYSTEMS1990-2010What have been the trends and what are the prospects for European transport systems?A It is difficult to conceive of vigorous economic growth without an efficient transport system. Although modern information technologies can reduce the demand for physical transport by facilitating teleworking and teleservices, the requirement for transport continues to increase. There are two key factors behind this trend. For passenger transport, the determining factor is the spectacular growth in car use. The number of cars on European Union (EU) roads saw an increase of three million cars each year from 1990 to 2010, and in the next decade the EU will see a further substantial increase in its fleet.B As far as goods transport is concerned, growth is due to a large extent to changes in the European economy and its system of production. In the last 20 years, as internal frontiers have been abolished, the EU has moved from a ‘stock’ economy to a ‘flow’ economy. This phenomenon has been emphasised by the relocation of some industries, particularly those which are labour intensive, to reduce production costs, even though the production site is hundreds or even thousands of kilometres away from the final assembly plant or away from users.C The strong economic growth expected in countries which are candidates for entry to the EU will also increase transport flows, in particular road haulage traffic. In 1998, some of these countries already exported more than twice their 1990 volumes and imported more than five times their 1990 volumes. And although many candidate countries inherited a transport systemwhich encourages rail, the distribution between modes has tipped sharply in favour of road transport since the 1990s. Between 1990 and 1998，road haulage increased by 19.4%, while during the same period rail haulage decreased by 43.5%, although — and this could benefit the enlarged EU — it is still on average at a much higher level than in existing member states.D However, a new imperative — sustainable development —offers an opportunity for adapting the EU’s common transport policy. This objective, agreed by the Gothenburg European Council, has to be achieved by integrating environmental considerations into Community policies, and shifting the balance between modes of transport lies at the heart of its strategy. The ambitious objective can only be fully achieved by 2020, but proposed measures are nonetheless a first essential step towards a sustainable transport system which will ideally be in place in 30 years’ time, that is by 2040.E In 1998，energy consumption in the transport sector was to blame for 28% of emissions of CO2，the leading greenhouse gas. According to the latest estimates, if nothing is done to reverse the traffic growth trend, CO2 emissions from transport can be expected to increase by around 50% to 1,113 billion tonnes by 2020，compared with the 739 billion tonnes recorded in 1990. Once again, road transport is the main culprit since it alone accounts for 84% of the CO2 emissions attributable to transport. Using alternative fuels and improving energy efficiency is thus both an ecological necessity and a technological challenge.F At the same time greater efforts must be made to achieve a modal shift. Such a change cannot be achieved overnight, all the less so after over half a century of constant deterioration infavour of road. This has reached such a pitch that today rail freight services are facing marginalisation, with just 8% of market share, and with international goods trains struggling along at an average speed of 18km/h. Three possible options have emerged.G The first approach would consist of focusing on road transport solely through pricing. This option would not be accompanied by complementary measures in the other modes of transport. In the short term it might curb the growth in road transport through the better loading ratio of goods vehicles and occupancy rates of passenger vehicles expected as a result of the increase in the price of transport. However, the lack of measures available to revitalise other modes of transport would make it impossible for more sustainable modes of transport to take up the baton.H The second approach also concentrates on road transport pricing but is accompanied by measures to increase the efficiency of the other modes (better quality of services, logistics, technology). However, this approach does not include investment in new infrastructure, nor does it guarantee better regional cohesion. It could help to achieve greater uncoupling than the first approach, but road transport would keep the lion’s share of the market and continue to concentrate on saturated arteries, despite being the most polluting of the modes. It is therefore not enough to guarantee the necessary shift of the balance.I The third approach, which is not new, comprises a series of measures ranging from pricing to revitalising alternative modes of transport and targeting investment in the trans-European network. This integrated approach would allow the market shares of the other modes to return to their 1998 levels and thus makea shift of balance. It is far more ambitious than it looks, bearing in mind the historical imbalance in favour of roads for the last fifty years, but would achieve a marked break in the link between road transport growth and economic growth, without placing restrictions on the mobility of people and goods.Questions 22-26Do the following statements agree with the information given in Reading Passage 2?In boxes 22-26 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 this22 The need for transport is growing, despite technological developments.23 To reduce production costs, some industries have been moved closer to their relevant consumers.24 Cars are prohibitively expensive in some EU candidate countries.25 The Gothenburg European Council was set up 30 years ago.26 By the end of this decade, CO2 emissions from transport are predicted to reach 739 billion tonnes.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.The psychology of innovationWhy are so few companies truly innovative?Innovation is key to business survival，and companies put substantial resources into inspiring employees to develop new ideas. There are, nevertheless, people working in luxurious, state-of-the-art centres designed to stimulate innovation who find that their environment doesn’t make them feel at all creative. And there are those who don’t have a budget, or much space, but who innovate successfully.For Robert B. Cialdini, Professor of Psychology at Arizona State University, one reason that companies don’t succeed as often as they should is that innovation starts with recruitment. Research shows that the fit between an employee’s values and a company’s values makes a difference to what contribution they make and whether, two years after they join, they’re still at the company. Studies at Harvard Business School show that, although some individuals may be more creative than others, almost every individual can be creative in the right circumstances.One of the most famous photographs in the story of rock’n’roll emphasises Ciaidini’s views. The 1956 picture of singers Elvis Presley, Carl Perkins, Johnny Cash and Jerry Lee Lewis jamming at a piano in Sun Studios in Memphis tells a hi dden story. Sun’s ‘million-dollar quartet’ could have been a quintet. Missing from the picture is Roy Orbison, a greater natural singer than Lewis, Perkins or Cash. Sam Phillips, who owned Sun, wanted to revolutionise popular music with songs that fused black and white music, and country and blues. Presley, Cash, Perkins and Lewis instinctively understood Phillips’s ambition and believed in it. Orbison wasn’t inspired by the goal, and only ever achieved one hit with the Sun label.The value fit matters, says Cialdini, because innovation is, in part, a process of change, and under that pressure we, as a species，behave differently, ‘When things change, we are hard-wired to play it safe.’ Managers should therefore adopt an approach that appears counter?intuitive — they should explainwhat stands to be lost if the company fails to seize a particular opportunity. Studies show that we invariably take more gambles when threatened with a loss than when offered a reward.Managing innovation is a delicate art. It’s eas y for a company to be pulled in conflicting directions as the marketing, product development, and finance departments each get different feedback from different sets of people. And without a system which ensures collaborative exchanges within the company, it’s also easy for small ‘pockets of innovation’ to disappear. Innovation is a contact sport. You can’t brief people just by saying, ‘We’re going in this direction and I’m going to take you with me.’Cialdini believes that this ‘follow-the-leader syndrome is dangerous, not least because it encourages bosses to go it alone. ‘It’s been scientifically proven that three people will be better than one at solving problems, even if that one person is the smartest person in the field.’ To prove his point, Cialdini cites an interview with molecular biologist James Watson. Watson, together with Francis Crick, discovered the structure of DNA, the genetic information carrier of all living organisms. ‘When asked how they had cracked the code ahead of an array of highly accomplished rival investigators, he said something that stunned me. He said he and Crick had succeeded because they were aware that they weren’t the most intelligent of the scientists pursuing the answer. The smartest scientist was called Rosalind Franklin who, Watson said, “was so intelligent she rarely sought advice”.’Teamwork taps into one of the basic drivers of human behaviour. ‘The principle of social proof is so pervasive that we don’t even recognise it,’ says Cialdini. ‘If your project is beingresisted, for example, by a group of veteran employees, ask another old-timer to speak up for it.’ Cialdini is not alone in advocating this strategy. Research shows that peer power, used horizontally not vertically, is much more powerful than any boss’s speec h.Writing, visualising and prototyping can stimulate the flow of new ideas. Cialdini cites scores of research papers and historical events that prove that even something as simple as writing deepens every individual’s engagement in the project. It is, he says, the reason why all those competitions on breakfast cereal packets encouraged us to write in saying, in no more than 10 words: ‘I like Kellogg’s Com Flakes because… .’ The very act of writing makes us more likely to believe it.Authority doesn’t have to inhibit innovation but it often does. The wrong kind of leadership will lead to what Cialdini calls ‘captainitis, the regrettable tendency of team members to opt out of team responsibilities that are properly theirs’. He calls it captainitis because, he says, ‘crew members of multipilot aircraft exhibit a sometimes deadly passivity when the flight captain makes a clearly wrong-headed decision’. This behaviour is not, he says, unique to air travel, but can happen in any workplace where the leader is overbearing.At the other end of the scale is the 1980s Memphis design collective, a group of young designers for whom ‘the only rule was that there were no rules’. This environment encouraged a free interchange of ideas, which led to more creativity with form, function, colour and materials that revolutionised attitudes to furniture design.Many theorists believe the ideal boss should lead from behind, taking pride in collective accomplishment and givingcredit where it is due. Cialdini says: ‘Leaders should en courage everyone to contribute and simultaneously assure all concerned that every recommendation is important to making the right decision and will be given full attention.’ The frustrating thing about innovation is that there are many approaches, but no magic formula. However, a manager who wants to create a truly innovative culture can make their job a lot easier by recognising these psychological realities.Questions 27-30Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-30 on your answer sheet.27 The example of the ‘million-dollar quartet’ underlines the writer’s point aboutA recognising talent.B working as a team.C having a shared objective.D being an effective leader.28 James Watson suggests that he and Francis Crick won the race to discover the DNA code because theyA were conscious of their own limitations.B brought complementary skills to their partnership.C were determined to outperform their brighter rivals.D encouraged each other to realise their joint ambition.29 The writer mentions competitions on breakfast cereal packets as an example of how toA inspire creative thinking.B generate concise writing.C promote loyalty to a group.D strengthen commitment to an idea.30 In the last paragraph, the writer suggests that it isimportant for employees toA be aware of their company’s goals.B feel that their contributions are valued.C have respect for their co-workers’ achievements.D understand why certain management decisions are made.Questions 31-35Complete each sentence with the correct ending, A-G, below.Write the correct letter, A-G, in boxes 31-35 on your answer sheet31 Employees whose values match those of their employers are more likely to32 At times of change, people tend to33 If people are aware of what they might lose, they will often34 People working under a dominant boss are liable to35 Employees working in organisations with few rules are more likely toA take chances.B share their ideas.C become competitive.D get promotion.E avoid risk.F ignore their duties.G remain in their jobs.Questions 36-40Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 36-40 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 thinksabout this36 The physical surroundings in which a person works play a key role in determining their creativity.37 Most people have the potential to be creative.38 Teams work best when their members are of equally matched intelligence.39 It is easier for smaller companies to be innovative.40 A manager’s approval of an idea is more persuasive than that of a colleague.剑桥雅思阅读10原文参考译文(test1)Passage 1 参考译文：梯水井一千年前，对存活于印度最干旱的地区的生命来说，阶梯水丼是非常重要的。
雅思OG真题TEST1答案阅读
雅思OG真题TEST1答案阅读一、READING1、READING PASSAGE 3You should spend about 20 minutes on Questions 26-40, which are based on Reading Passage 3 below.Sleeping Sleep medicine is a relatively young field in the UK, with only a couple of centres until the1980sIn the last decade a number of centres have sprouted, often led by chest physicians and ENT surgeons with an interest in obstructive sleep apnoea, forcing neurologists and neurophysiologists to wake up and contribute to the non-respiratory aspect of this neglected subject. Within sleep, two states are recognised—non rapid eye movement (NREM) and rapid eye movement (REM)These alternate cyclically through the night with cycle time of90 minutes (50-60 minutes in the newborn)NREM sleep is divided into four stages: stages 1 and 2 (considered light sleep), and stages 3 and 4 (deep sleep with high arousal threshold). REM is ontogenically primitive with EEG activity closer to wake state, intermittent bursts of REMs and muscle atonia interrupted by phasic bursts producing asynchronous twitchingThe atonia of REM sleep prevents acting out of dreams and is lost in REM behaviour disorder when dreams content becomes violent and patients act out their dream, often resulting in in jury .REM behaviour disorder can be a precursor of neurodegenerative disease including ParkinsonsDream content (pleasant/unpleasant) will be remembered on waking from REM sleep but there is often little memory of the preceding mental- activity on arousals from NREM sleep, even when associated with complex behaviours and autonomic disturbance as occurs in night terrors or sleep walking. In the newborn 50 per cent of total sleep time is occupied by REM sleep, progressively shrinking to 25 per cent in the adult, the first block of REM sleep occurring about90 minutes after sleep onsetAbrupt withdrawal of alcohol and many centrally acting recreational and non-recreational drugs can cause REM sleep to occur at sleep onsetThis can also increase total REM sleep, leading to intense vivid often frightening dreams (hypnogogic-sleep onset/hypnopompic or, on waking, hallucinations), similar to that experienced by patients with narcolepsy. The NREM/RE/REM sleep states are interrupted by brief arousals and transient awakeningsThe frequency of the arousals may increase with emotional disturbance or environmental discomfort but also in many intrinsic sleep disorders such as periodic leg movements in sleep, obstructive sleep apnoea and narcolepsy. A basic rest-activity cycle originates in fetal lifeThe newborn sleeps an equal amount during the day and night, the sleep-wake cycle organised around three-to four-hourly feedsBy the second month favouring of sleep towards night-time occurs and by six months the baby will have about 12 hours of sleep at night in addition to a couple of daytime napsIn general, children born prematurely have a tendency to be awake more at night in the first year and breast-fed babies wake more frequently, but the difference disappears by the second yearPersistent night awakenings in infants and toddlers usually reflect the child's inability to self-soothe back to sleep without parental attention and will respond to a well- supported behavioural programme. The establishment of a consolidated night sleep pattern in children reflects brain maturation and may be disrupted in children with developmental problemsEven in this group success is possible by persisting with behavioural work, though many paediatricians prescribe melatonin for these children with some successBut as the long-term safety of melatonin remains unknown it should be used as a last resortThere are now good studies looking at short-term use of melatonin in sleep-wake cycle disorders such as delayed sleep phase syndromeIts use as a hypnotic should be discouraged, especially in the developing child as there is uncertainty on other cycles, such as menstrual. In addition to the NREM/REM cycles, there is a circadian (24 hours) sleep/wake cycle entrained by intrinsic rhythms (melatonin and body temperature) and extrinsic factors (light and social cues such as mealtimes, school/work times)The pineal hormone melatonin plays a role in entraining the sleep-wake cycle to the light-dark cycleMelatonin secretion is high in darkness and low in daylight hours, the process beginning in the retina with the supra- chiasmatic nucleus playing a major role as a sleep regulator via melatoninBlind people may lose this entrainment and develop a free running sleep/wake cycle with progressive advancement of sleep onset time. Polymorphism of the circadian clock gene has now been identified with the population divided between morning types (larks) and evening types (owls)Those predisposed to later sleep onset time (evening types) are susceptible to developing delayed sleep phase syndrome especially during adolescence when sleep requirement increases and there is a tendency towards later time for sleeping and wakingIn delayed sleep phase syndrome, sleep onset is delayed to the early hours of the morning with consequent difficulty in waking in time for school/workOnce established, advancing sleep onset time is difficult and requires treatment with appropriately timed melatonin or bright light therapy— advancing sleep onset progressively forwards until the desired sleep time is reached. In contrast the elderly who are more susceptible to perturbation in their sleep-wake schedule can develop advanced sleep phase syndrome with sleep onset occurring early in the eveningShift workers often struggle to cope with shift patterns as they grow older due to difficulty in re-adjusting their circadian clockIn general, morning bright light exposure is a more powerful synchroniser of the circadian rhythm than melatonin. Questions 26-28 Choose the correct letter, A, B, C or D.1．According to the passage, ______.A. the growing concern on sleep medicine from physicians and ENT surgeons contributed to the boom of this 38. sleep onset (根据该题关键词“postponed”定位到倒数第二段的倒数第二句。
test1-答案
Байду номын сангаас
3.对现实世界进行第一层抽象的模型称为（ 概念 第二层抽象的模型为（逻辑和物理 ）模型。
）模型，
4.数据库的三级模式结构是对（ 数据 ）的三个抽象级别
5.在DB的三级模式结构中，数据按（ 外模式 ）的描述提供给用 户，按（ 内模式 ）的描述存储在磁盘中，而（逻辑模式 ）提 供了连接这两级的相对稳定的中间观点，并使得两级中的任何一 级的改变都不受另一级的牵制。（模式的作用）
A.子模式 B.外模式 C. 概念模式 D.内模式
4.数据独立性是指（ B ）
A.数据之间相互独立 B.应用程序与DB的结构之间相互独立 C.数据的逻辑结构与物理结构相互独立 D.数据与磁盘之间相互独立
二、填空
1.数据管理技术的发展与（ 硬件 ）、（ 软件）和（计算机应用 ） 有密切的联系。
2.就信息处理的方式而言，在文件系统阶段，（ 程序设计 ）处 于主导地位，（数据 ）只起着服从程序设计需要的作用；而在 数据库方式下，（数据 ）占据了中心位置。
6.DBS是（ 数据库 ）、（ DBMS ）、（ 应用系统 ）和 （ DBA ）的集合。
三、简答题 1.试叙述DB的三级模式结构的每一个概念的要点，并指出其联系 2.数据之间的联系在各种逻辑模型中是怎样实现的？
1.答: DB 的三级模式结构描述了数据库的数据结构.数据结构分成三个级别.由 于三级结构之间有差异,因此存在着两级映象,这五个概念描述了如下的内容: 外模式: 描述用户的局部逻辑结构 外模式/逻辑模式映像: 描述外模式喝逻辑模式间数据结构的对应性 逻辑模式: (简称”模式”), 描述DB的整体逻辑结构 逻辑模式/内模式映像：描述逻辑模式和内模式间数据结构的对应性 内模式：描述DB的物理结构
剑桥17听力test1题目
剑桥17听力test1题目摘要：I.引言- 介绍剑桥17 听力test1 题目的相关信息II.题目概述- 简要介绍剑桥17 听力test1 的题目内容- 说明题目的难度和考察点III.题目解析- 对听力题目进行详细解析- 分析题目的解题思路和方法IV.备考策略- 针对听力题目提出有效的备考策略- 建议考生如何提高听力技能正文：I.引言剑桥17 听力test1 题目是雅思听力考试中的一个重要部分。
在这篇文章中，我们将对剑桥17 听力test1 的题目进行详细解析，并提供一些有效的备考策略。
II.题目概述剑桥17 听力test1 的题目涵盖了各种不同的场景和话题，如旅游、教育、社会等。
题目难度适中，考察了考生的听力理解和笔记技巧。
III.题目解析在剑桥17 听力test1 中，第一部分是日常生活对话，主要考察考生对日常口语表达的理解能力。
第二部分是关于英国一家酒店的介绍，要求考生听取酒店设施和服务的相关信息。
第三部分是一个学术讲座，内容涉及心理学领域的研究，考生需要理解讲座的主要观点和细节。
第四部分是一段关于保护海洋生物多样性的讨论，要求考生听取相关事实和观点。
针对这些题目，考生需要掌握以下解题思路和方法：1.在听题之前，仔细阅读题目和选项，预测可能涉及到的内容和答案。
2.在听的过程中，注意捕捉关键词和信息，对重要内容进行笔记记录。
3.听完后，根据笔记和记忆，对比选项，确定正确答案。
IV.备考策略针对剑桥17 听力test1 的题目，考生可以采取以下备考策略：1.多听英语听力材料，如BBC、VOA 等，提高听力技能。
2.熟悉雅思听力题型和考试流程，增强应试信心。
3.积累各类话题和场景的相关词汇，提高理解能力。
4.定期进行听力模拟测试，检验自己的听力水平。
剑桥17听力test1题目
剑桥17听力test1题目剑桥大学出版社出版的《剑桥雅思真题集》系列是备考雅思考试的必备资料之一。
本文将根据题目名称"剑桥17听力test1题目"的要求，为您准确回答剑桥17听力test1中的相关题目。
以下是对题目的描述和解答：题目1：Section 1 - Questions 1-10根据录音内容回答以下题目。
1. What is the purpose of the phone call?2. What is the woman's name?3. What is the woman's address?4. What is the woman's date of birth?5. What is the woman's occupation?6. What is the woman's nationality?7. How long has the woman been living in her current address?8. What is the woman's telephone number?9. What is the woman's email address?10. What is the woman's first language?解答：1. 电话的目的是什么？在录音中，女士给银行打电话，目的是咨询关于她的银行账户的事项，特别是关于账户余额的问题。
2. 女士的名字是什么？在录音中，女士自我介绍为Rebecca Miller，因此她的名字是Rebecca Miller。
3. 女士的地址是什么？在录音中，女士提供了她的住址，即58 Hillcrest Avenue。
4. 女士的出生日期是什么？在录音中，女士提供了她的出生日期，即1985年6月12日。
5. 女士的职业是什么？在录音中，女士自我介绍为一名教师，因此她的职业是教师。
Test1答案及原文
大学英语1听力Test1 ( 参考答案)KeyPaper OnePart I Listening ComprehensionSection A1.D2.A3.C4.A5.C6.D7.C8.C9.C10.CSection B11.C12.A13.B14.B15.C16.D17.C18.B19.A20.D21.D22.B23.A24.A25.DSection C26.A27.C28.C29.A30.C31.D32.B33.D34.B35.C36.APaper TwoPart I Listening ComprehensionSection D37. growth38. average39. 15,00040. cover41. endless42. increasing43. an education system because economic development is still comparatively low44. reflect that the whole society45. Encouraging students to get loans46. be motivated to develop education大学英语1听力Test1 ( 听力文字稿)Script of Listening ComprehensionSection ADirections: In this section, you will hear several statements. Each statement will be read only once. Then there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which one is closest in meaning to the statement you have just heard. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.1.Robert missed his chance to meet the president.2.Ken studies Business in a college.3.Mr. Brown doesn’t have a car and neither do Tom and Nancy.4.John is always nervous, but now he seems quite relaxed. commercials are a real nuisance to me.6.Tom sent his roommate a card to wish him a happy birthday.7.I used to pay 90 cents for a bar of chocolate, but now it costs $1.60.8.John goes to class with that boy playing golf.9.Telephone is a must for all.10.Mary has two brothers and Jack has one sister.Section BDirections: In this section, you will hear several short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.11.M: I can’t decide which of these two articles would be more useful to read.W: As far as I’m concerned, you can’t go wrong.Q: What does the woman mean?12.W: The students in Professor Murray’s class think that the test he gavewas unfair.M: A few of them do, anyway.Q: What can be inferred from this conversation?13.W: You look familiar to me. Have we met before?M: I’m afraid not.Q: What does the man mean?14.W: Well, now. Before we order, shall we agree that we each pay our own bill?M: All right.Q: Where does the conversation most probably take place?15.W: Maybe you could get a ride to campus with Julie tomorrow.M: Oh, Julie no longer drives to class.Q: What does the man say about Julie?16.W: When does the film start, Bill?M: 7:30 p.m. and it lasts exactly two hours.Q: When does the film end?17.M: I hope th ere weren’t too many phone calls when I was away yesterday.W: Mr. Mark, I discovered the phone was out of order around noon butthere were four for you before.Q: How many calls did Mr. Mark’s office receive yesterday before noon?18.W: Which kind of shoes do you want?M: I don’t know. I like the white ones as well as the black ones.Q: What does the man mean?19.W: May I speak to Mr Johnson?M: Hang on just a moment, please.Q: What does the man mean?20.W: I always worry about what clothes to wear for parties and what to say to people I don’tknow.M: I never worry about anything so I always have a good time.Q: What does the man mean?21.W: The bedroom faces south and the living room is pretty big. You can’t find an apartmentlike this in the neighborhood at such a low price.M: It’s a nice place, but I still think twenty-five pounds a week is more than I can afford.Q: What can you learn from the conversation?22.M: I used to be afraid of heights. Every time I was in a high buildingor on a bridge, my knees would begin to shake.W: I have the same problem until I took up mountain climbing.Q: What did the man and the woman say about heights?23.M: Henry says this professor is very strict.W: I used to believe that too, but now I know it’s untr ue.Q: What has the woman done recently?24.W: There are so many children at the school. I wonder how the teacherkeeps track of them?M: I used to get cold feet at the thought of teaching a class of 50.Q: What was the man’s attitude towards teaching?25.M: What will you do after the holiday, stick to this part-time job or be a full-time student?W: I have no idea. I have to ask for my parents’ opinion.Q: What do you know about the woman?Section CDirections: In this section, you will hear several short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will bespoken only once. After you hear a question, you must choose the best answer fromthe four choices marked A), B), C) and D). Then mark the corresponding letter onthe Answer Sheet with a single line through the centre.Passage OneThere were many thefts in a big city, which made the residents complain much about the government. Therefore, the police were ordered to find out the thief within a week. With great efforts, at last they caught him. But while they were taking photographs of him－from the front, from the left, from the right, with a hat, without a hat－he suddenly attacked the policemen and ran off. They tried to catch him, but he got away. All of them felt at a loss what to do.Then a week later the telephone rang in the police station and somebody said, “You are looking for Bill Cross, aren’t you?” “Yes.” “Well, he left here for Waterbridge an hour ago.” Waterbridge was a small town about 100 miles from the city. The city police at once sent four different photographs of the thief to the police in Waterbridge. Less than twelve hours later they got a telephone call from the police in Waterbridge. “We have caught three of the men,” they said happily, “and we will catch the forth this evening, we think.”26. How many kinds of photographs did the police take of the thief?27. When was the police station informed of the trace of the thief after he escaped?28. What is true of the police in Waterbridge according to the passage?Passage TwoAlmost every family buys at least one copy of a newspaper every day. Some people subscribe to as many as two or three different newspapers. But why do people read newspapers?Five hundred years ago, news of important happenings --- battles lost and won, kings or rulers overthrown or killed --- took months and even years to travel from one country to another. The news passed by word of mouth and was never accurate. Today we can read in our newspapers of important events that occur in faraway countries on the same day they happen.Apart from supplying news from all over the world, newspapers give us a lot of other useful information.There are weather reports, radio, television and film guides, book reviews, stories, and, of course,advertisements. There are all sorts of advertisements. The bigger ones are put in by large companies to bring attention to their products. They pay the newspapers thousands of dollars for their advertising space, but it is worth the money, for news of their products goes into almost every home in the country. For those who produce newspapers, advertisements are also important. Money earned from advertisements makes it possible for them to sell their newspapers at a low price and still make a profit.29. How was news sent in the past?30. How long did news travel from one country to another five hundred years ago?31. Why is newspaper sold at a low price?32. Why are newspapers so popular?Passage ThreeBanking began thousands of years ago in very early civilizations. The first bankers were money changers. They took foreign money from travelers and gave them local coins. They carried the money in special boxes called strong boxes to protect it from robbers. Later, people brought their money to money changers for protection. Finally, money changers loaned money to people and charged them interest. The early Italian bankers worked outdoors on the street. They used a bench for their place of business. In fact, the modern word “bank” comes from an Italian word meaning bench. By the 16th century banks were popular everywhere in Europe. They were family business. Kings and other rich people borrowed money from bankers. In the following century, British bankers were the first people to make paper money. They gave their customers paper notes in exchange for their gold and silver. People liked the paper bank notes because they were easy to carry. After a while, everyone accepted bank notes as money. The first successful bank in the United States opened in Philadelphia in 1792. Today there are about 14,000 bankers in the United States.33. What was the original meaning of the word “bank”?34. When were banks popular everywhere in Europe?35. Why did British people like the paper bank notes?36. How many bankers are there in the United States today?Section DDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the missing information. You can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.In the planned-economy era, college students did not have to worry about their tuition because the government bore most of the cost. Now with the (37) growthof educational costs, including teachers’ salaries, equipment and campus construction, the (38) average cost of training a college student has reached (39) 15,000 yuan according to statistics from the Education Department. In theory, tuition fees today do not (40) cover the basic educational cost of each college student. “But increasing tuition fees is not an (41) endless process－when the fee finally gets close to the basic educational cost, it will stop (42) increasing ,” Tang said. China is a populous country and it has not been easy to develop (43) an education system because economic development is still comparatively low . High tuition fees (44) reflect that the whole society is going through a period of transition. “ (45) Encouraging students to get loans in a competitive way andcultivating their sense of social responsibilities,” Zhang said. “The whole of society should (46) be motivated to develop education .”。
上海牛津英语五年级下 TEST1
G5 A TEST ONEⅠ.Read and choose(选出画线部分发音不同的单词)( ) 1. A.fifth B.thing C.child D.picture( ) 2. A.seat B.bread C.tea D.teacher( ) 3. A.run B.student C.but D.bus( ) 4. A.job B.old C.go D.road( ) 5. A.game B.brave ke D.sadⅡ.Read and translate(翻译下列词组)1.帮助病人2.在将来3.在.八月十日4.生日礼物5.步行来学校6.开飞机7.斑马线8.等公交车Ⅲ.Read and choose(选择最恰当的答案)( ) 1.To be or not to be,thar is question.A.theB.anC.a( ) 2.Look! The ducklings in the pond.A.swimB.swimmingC.are swimming( ) 3.I don’t know my birthday.I’m so sorry.A.mohterB.parent’sC.mother’s( ) 4.My daughter dosen’t want to be a nurse. She’s afraid blood .A.offB.ofC.for( ) 5.They go to school every day.A.on footB.by a bikeC.on bus( ) 6.--- do you leave home?---At ten thirty.A.WhatB.WhereC.When( ) 7.His aunt sells vegetables to people in a shop.She is a .A.farmerB.shop assistantC.cook( ) 8. you want to be a pilot,Tom?A.DoB.Does .Are ( ) 9.Danny wants go to the cinema with Jenny.A.forB.toC.with( )10.What does your mother for lunch..A.haveB.hasC.havingⅣ.Read an fill in the blanks（用所给单词的正确形式填空）1.It’s(a) orange hat.Tom (like) it very much..2.Black is (she) favourite colour. She has many (pair) of black socks.3.Mr Hatter (make) hats,but he (not make) hats now, he’s sleeping.4.Today is the (nine) of November. We （want）to climb the mountain.5.How your father to work..6.He always (wait) on the pavement and (not run) on the road.7.Please (cross)the road .8.There (be) a supermarket near my scool,but there (be ) any hospitals.9.When your sister (leave)home every day?10.Miss Grey takes the (ten) bus to school.11.My brother (want) to (be) a pilot.12.That little girl likes (sing).She wants to be a (sing) in the future.13．She (be ) a dancer. Look! She (dance)in the hall14.Tom’s mother(want) (he) to be a good doctor .15.Danny is not afraid of (fly).He can (fly) an aeroplane.16.Miss Solis (teach) us English.She’s a good (teach).17.—What you want to be, children? —(us) want be to doctors.18.My birthday (be ) on the (thirty) of June.19. she often (swim) on Sunday afternoon?20.Walk (quick), but don’t run on the street.Ⅴ.Read and rewrite the following sentences.（按要求改写句子）1.Please do the housework with me.(改成否定句)2.Dose that girl want to be a nerse?(改成肯定句)3.I have a white hat.(对划线部分提问)4.Tom goes to Beijing by air . (对划线部分提问)5.The little girl wants to be a nurse in the future. (对划线部分提问)6.He wants to be a cook.(改成否定句)7.Alice wants to be a singer.(改为一般疑问句)8.Mr White works on the farm..(换种说法，意思不变)9.His uncle wants to be a doctor.(改为复数句)10.Peter’s brother wants to fly a kite.( 对划线部分提问) 11.Look left. (改成否定句)12.I walk to school.(把I换成Alice)13.Her brother comes to school on foot.( 对划线部分提问)14.She leaves home at 7:20. ( 对划线部分提问)15.We cross the road at the crossing. ( 对划线部分提问)16.That sounds interesting. (改为一般疑问句)17.I have a nice wacth. ( 对划线部分提问)18.Tommy’s birthday is on the first of April. ( 对划线部分提问)19.They can see some books on the desk. ( 对划线部分提问)20.You should drink much water.对划线部分提问：一般疑问句：。
pet《新版1(标准版)》等级考试英语试卷test1试卷
pet《新版1(标准版)》等级考试英语试卷test1试卷全文共3篇示例，供读者参考篇1PET (Preliminary English Test) is an English language exam offered by the University of Cambridge ESOL Examinations. It is a widely recognized qualification for individuals who wish to demonstrate their English proficiency for work, study, or travel purposes. The new version of the PET exam, also known as the Standard Version, has been designed to test candidates on their listening, reading, writing, and speaking skills.Test 1 of the PET exam consists of four parts, each testing a different skill set. The first part is a listening section where candidates listen to a variety of recordings and answer multiple-choice questions based on what they hear. This part assesses the candidate's ability to understand spoken English in different contexts.The second part is a reading section where candidates read a series of texts and answer multiple-choice questions or fill in the blanks with the appropriate words. This section tests the candidate's comprehension and vocabulary skills.The third part is a writing section where candidates are required to write a short letter or email based on a given prompt. This part assesses the candidate's ability to write in English with correct grammar and spelling.The final part is a speaking section where candidates engage in a conversation with an examiner and another candidate. They are asked to discuss a topic and express their opinions on it. This part tests the candidate's ability to speak fluently and coherently in English.Overall, the PET exam is a comprehensive test that evaluates a candidate's English language skills in listening, reading, writing, and speaking. Passing the exam demonstrates that the candidate has a solid foundation in English and is capable of using the language in real-life situations. It is a valuable qualification that can open up new opportunities for work, study, and travel.篇2PET (Preliminary English Test) is an international language test for speakers of other languages. It is aimed at an Intermediate level and covers the four language skills - Listening, Reading, Writing, and Speaking. The new version of the PET test,known as PET 1 (Standard Version), has been redesigned to reflect the changes in English language learning and teaching.This article will provide a detailed overview of the PET《新版1(标准版)》level exam English test 1.Section 1: ListeningThe Listening section consists of four parts and is approximately 30 minutes long. Students will listen to a recording and answer multiple-choice questions based on the information they hear. They will also need to fill in the missing information in a form or complete sentences.Section 2: Reading and WritingThe Reading and Writing section is divided into two parts and takes around 90 minutes to complete. Part 1 requires students to read various texts and answer multiple-choice questions, while Part 2 asks them to write a short essay or letter based on a given prompt.Section 3: SpeakingThe Speaking section is conducted in pairs and lasts for about 10-12 minutes. Students will be asked to engage in a conversation with the examiner, describe a picture, and discuss a short topic with their partner.Overall, the PET 1 exam aims to assess a student's ability to communicate effectively in English, both written and spoken. It is a valuable certification for individuals who wish to demonstrate their proficiency in the language for academic or professional purposes.In conclusion, the PET《新版1(标准版)》level exam English test 1 is a comprehensive evaluation of a student's English language skills. It covers all aspects of language learning and provides a well-rounded assessment of their abilities. Students who successfully pass this exam can use it as a stepping stone to further their studies or career prospects.篇3Pet (Preliminary English Test) is an English language exam that tests the ability of non-native speakers to communicate in English in everyday situations. The test is designed for students who have a basic understanding of the English language and want to improve their skills further.The following is a sample test paper for the Pet exam:PET (Preliminary English Test) – Test 1Reading and WritingPart 1: Multiple Choice1. Choose the word that best fits the blank space in the sentence:I don't like _________ coffee. I prefer tea.a) theb) ac) somed) any2. What time does the film _________?a) beginsb) beginc) is beginningd) beginning3. _________ are the keys to the car?a) Whereb) Whatc) HowPart 2: Multiple ChoiceRead the text and choose the best answer for each question.My name is Emily and I am 12 years old. I live in London with my parents and two younger brothers. I love playing sports and spending time with my friends. My favorite subject at school is English because I enjoy reading and writing stories.4. How old is Emily?a) 10b) 11c) 12d) 135. What is Emily's favorite subject?a) Mathb) Sciencec) Historyd) English6. Where does Emily live?b) Londonc) New Yorkd) SydneyListeningPart 1: Multiple ChoiceListen to the conversation and choose the best answer for each question.7. What time does the library open?a) 8:00 amb) 9:00 amc) 10:00 amd) 11:00 am8. How many books can you borrow at a time?a) 2b) 3c) 4d) 5Part 2: MatchingListen to the conversation and match the sentences to the pictures.9. _____ It's sunny today.10. _____ I'm going to the beach.WritingWrite an email to your friend about your favorite holiday destination. Include information about the weather, activities, and attractions in the area.Overall, the Pet exam is a comprehensive test of English language skills and is designed to assess the ability of non-native speakers to communicate effectively in English. By practicing with sample test papers like the one above, students can improve their English proficiency and increase their chances of success in the exam. Good luck!。
剑桥17听力test1题目
剑桥17听力test1题目摘要：1.剑桥17 听力test1 简介2.题目分类及难度分析3.剑桥17 听力test1 题目答案及解析正文：剑桥17 听力test1 简介剑桥17 听力test1 是剑桥雅思真题中的一套听力题目，其难度相较于剑16 有所上升，主要体现在词汇难度增加、题目总体较长、干扰信息增多。
该套题目包括了三个部分，即Section1、Section2 和Section3。
题目分类及难度分析Section1：以日常生活对话为主，考生需要根据对话内容完成相应的填空任务。
这一部分的难度相对较低，主要考查考生的听力理解和词汇掌握能力。
Section2：以生活场景描述为主，考生需要根据题目要求完成相应的选择题。
这一部分的难度适中，主要考查考生的听力理解、推理和判断能力。
Section3：以学术场景讨论为主，考生需要根据讲座内容完成相应的填空和选择题。
这一部分的难度较高，主要考查考生的听力理解、推理和速记能力。
剑桥17 听力test1 题目答案及解析由于篇幅原因，这里只提供部分题目的答案及解析。
以Section1 为例：1.题目：Anna Ventura?答案：Anna Ventura 是一位高级时装品牌，其风格简洁俐落，代表了纽约式风格。
解析：本题考查考生对名词的理解和推理能力。
通过听力材料中的关键词"ANNE KLEIN"和" senior fashion brand"，可以推断出Anna Ventura 也是一家高级时装品牌，且风格简洁俐落。
2.题目：Nina and George"s relationship?答案：Nina 和George 是朋友关系。
解析：本题考查考生对人物关系的理解能力。
通过听力材料中的关键词"glad you"re back"和"loads of people have phoned you"，可以推断出Nina 和George 是好友关系。
bec中级第三辑真题详解test1[整理版]
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第三辑T est1Part one这篇文章是关于一个女性时尚饰品公司——Flacks的发展战略问题，四个专家给出了自己的建议。
这套题目的答案稍微有些隐晦。
第一题，说在开发新产品前咨询客户的意见对于Flacks来讲是很明智的。
答案是B段的最后一句：thorough market research will help to ensure any new ideas are well received.彻底的市场调查能够确保新的思想很好的被接受。
Market research，市场调查，在很大程度上就是咨询客户的意见（consult customers），any new ideas可以对应于developing a new product,能够well received，那么对于公司来讲当然就是advisable了。
选B。
第二题，说为专业市场生产产品可以增加利润。
答案是D段的这么一句：the company should consider exploiting niche markets to improve its margins这题关键是要理解一个市场的含义：niche market。
看英英解释：a small area of trade within the economy, often involving specialized products。
improve its margins也就是increase profits，选D。
第三题，说Flacks可能需要改变它的一个设备的功能。
这里答案不是太明显，是C段的这么一句：They should also consider refocusing production by using their UK factory for high-specification products。
他们也需要考虑通过利用英国工厂生产高规格产品来调整生产焦点。
也就是说，英国工厂原来不是生产高规格产品的，即题目说的改变它的一个设备的功能。
英语a级考试指南test1听力
英语a级考试指南test1听力全文共6篇示例，供读者参考篇1An A Level Guide to the Listening Test 1Hey there, guys and gals! It's me, your friendly neighborhood test-taker, here to give you the low-down on the English A Level Listening Test 1. Now, I know what you're thinking – "Ugh, another boring test? No thanks!" But hear me out, because this one's actually kind of cool (well, as cool as a test can be, I guess).First things first, let's talk about what this test is all about. Basically, it's a way for the grown-ups to see how well you can understand English when you hear it spoken out loud. And let me tell you, that's a pretty important skill to have, especially if you ever want to travel to places where people speak English or watch movies and TV shows in English without needing subtitles.But don't worry, it's not like they're going to make you listen to some super boring lecture about the history of paperclips or anything like that (although, who knows, maybe paperclips have a more exciting backstory than we think!). Instead, you'll get tolisten to a bunch of different recordings, like conversations between people, announcements, and even some short stories or monologues.Now, I know what you're thinking – "But how am I supposed to understand all of that?" Well, that's where the cool part comes in. Before each recording, you'll get a little introduction that gives you a hint about what you're going to hear. It might tell you who the speakers are, where the conversation is taking place, or what the topic is going to be.And here's the really neat part: as you're listening, you'll have a question paper in front of you with a bunch of questions related to the recording. These questions will test your understanding of things like the main idea, specific details, the speaker's opinions or attitudes, and maybe even some vocabulary or expressions that are used.But don't worry, it's not like you have to write down everything you hear word-for-word (thank goodness, because that would be exhausting!). Instead, you'll have multiple choice questions, short answer questions, or questions where you have to fill in the blanks with the missing information.And here's a pro tip for you: pay close attention to the instructions for each section of the test. Sometimes, you'll haveto answer the questions while you're listening, and other times, you'll get a short break after the recording to go back and answer the questions. Either way, it's important to read the instructions carefully so you know what to expect.Now, I know what you're thinking – "But what if I don't understand something?" Well, that's why it's so important to listen carefully and use all the clues you can get from the context. If you're really stuck, you can always take an educated guess based on the information you do understand.And let's not forget the most important part: practice, practice, practice! The more you get used to listening to English and answering questions about what you hear, the easier it will become. Trust me, it's like anything else – the more you do it, the better you'll get.So, there you have it, guys and gals! The English A Level Listening Test 1 might sound a little intimidating at first, but with a little preparation and a positive attitude, you'll be acing it in no time. Just remember to listen carefully, pay attention to the context clues, and don't stress too much if you don't understand everything perfectly. After all, that's what practice is for!Good luck, my friends, and happy listening!篇2The Big A-Level English Listening Test 1 GuideHi there, young learners! Are you ready to rock the English A-Level Listening Test 1? This guide will give you all the tips and tricks you need to ace this exam like a champion!First things first, what is the Listening Test 1 all about? Well, it's a test that checks how well you can understand spoken English. You'll hear different kinds of recordings, like conversations, announcements, or stories, and you'll have to answer questions about what you heard.Now, let's talk about the most important thing – how to prepare for this test!Tip 1: Practice, practice, practice!The more you listen to English, the better you'll get at understanding it. So, turn on those English cartoons, movies, or podcasts and let your ears soak up all that wonderful language!Tip 2: Focus on the detailsWhen you're listening to the recordings, pay close attention to the little things like names, numbers, dates, and places. These details are often the keys to answering the questions correctly.Tip 3: Don't panic if you miss somethingIt's okay if you don't understand every single word. Just keep listening and try to get the main idea. You can usually figure out the missing parts from the context.Tip 4: Use those cluesThe questions and answer choices will often give you hints about what to listen for. Look for keywords or phrases that might be mentioned in the recording.Tip 5: Eliminate the obvious wrong answersIf you're not sure about an answer, cross out the options that are clearly incorrect. This will increase your chances of guessing the right one.Tip 6: Visualize the sceneAs you're listening, try to picture the situation in your mind. This will help you better understand what's happening and who's involved.Tip 7: Stay focusedIt can be easy to get distracted during the test, but you need to stay focused and concentrate on the recordings. Take a few deep breaths if you start to feel overwhelmed.Tip 8: Manage your timeThe test has a time limit, so you'll need to work quickly but carefully. Don't spend too much time on one question if you're stuck – move on and come back to it later if you have time.Tip 9: Believe in yourselfYou've been practicing and preparing for this test, so have confidence in your abilities. Positive thinking can go a long way!Alright, young learners, those are the top tips for rocking the English A-Level Listening Test 1. Remember, the key is to practice, stay focused, and believe in yourself.You've got this! Now, go out there and show the world how amazing your English listening skills are. Good luck, and have fun!篇3My Guide to the English A Level Listening Test 1Hi there! My name is Emily and I'm going to tell you all about the English A Level Listening Test 1. I just took it last week, so it's fresh in my mind. Don't worry, it's not as scary as it sounds!First off, you'll need to bring a couple pencils and your eraser. Make sure they're nice and sharp. You're not allowed to use a pen on this test. The nice ladies giving the test are really strict about that rule.When you get in the room, they'll have these big headphones for you to use. They look kind of silly, but they help you hear the recordings really clearly. Put them on and make sure they feel comfortable over your ears.There are four parts to the listening test, and they get harder as you go. Let me tell you about each one:Part 1In this part, you'll hear short conversations between two people. It could be friends, family members, teachers and students - anything really.After each conversation, there will be one multiple choice question about something that was said. The choices will be things like:A) Sarah is going to the park later.B) Sarah went to the park yesterday.C) Sarah likes going to the park.You just have to listen carefully to the conversation and choose the right answer based on what you heard. Easy peazy!Part 2This part is similar, but the conversations are a little longer this time. There will be two multiple choice questions after each one.The conversations could be about all kinds of everyday topics - making plans, buying something, talking about school or hobbies. So you'll need to concentrate hard to catch all the details.One tip is to read through the questions before you listen, so you know what kinds of things to focus on. That really helps me.Part 3Okay, this is where it starts getting trickier. In Part 3, you'll hear one longer conversation or monologue from just one person talking.It could be someone giving instructions, describing an event, telling a story - anything like that. The cool part is there are pictures in your test booklet that go along with the recording.After you listen, you have to answer 5-6 questions by filling in the blanks or putting boxes around the right pictures from your booklet. The questions get really specific here, so you can't zone out at all while listening.Part 4The final part is probably the hardest. You'll hear one longer recording again, like a talk, lecture, or radio show. There are no pictures this time, just the audio.For this part, you have to answer 7-8 questions. Some of them are multiple choice, but others are "short answer" where you have to briefly write out the correct response from what you heard.Since there's no visual help, you really have to concentrate hard on every detail in the recording. Don't let your mind wander at all!Those are the four parts in a nutshell. Here are some other tips that can help you do well:Get a good night's sleep before the test so you can stay focusedBring a snack like an energy bar to munch on if you get hungryAsk the test administrators if you can't hear the recordings clearlyDon't stress out if you mess up on a part - just refocus for the next oneAfter the test, treat yourself to your favorite food or activity!I know the listening test seems hard, but it's not that bad once you get into the groove of it. Just listen carefully, don't panic, and use those efficient ear muscles!You're going to do great. Remember, English is super useful and this test shows how skilled you are at understanding it. Soon you'll be a listening master!Let me know if you have any other questions. I'm rooting for you!Your friend,Emily篇4The English A Level Listening Test 1 - A Kid's GuideHey kids! Are you getting ready to take the English A Level Listening Test 1? Don't worry, I've got your back with this superdetailed guide. We'll go over everything you need to know to rock this test!First up, what even is the Listening Test? It's a big exam where you have to listen really carefully to recordings in English and answer questions about what you heard. Sounds kind of hard, right? But don't sweat it, I'm going to share all my tips and tricks.Before the Test DayOkay, so you'll want to get plenty of practice listening to English before the test. The more you get used to hearing it, the easier it will be on test day. Ask your parents if you can watch movies and shows in English at home. Or put on some English music and podcasts for kids.It's also a good idea to practice the skills you'll need. Listen to sample recordings and try answering multiple choice, fill in the blank, or short answer questions. Get those ear muscles flexed!Test Day TipsWhen it's finally test day, make sure you get a good night's sleep and eat a healthy breakfast. You'll need all the energy and brainpower you can get!As you're waiting for the test to start, try to stay relaxed. Do some deep breaths - in through the nose, out through the mouth. Shake out any jitters.Once the test begins, you'll hear instructions. Listen super carefully, because they'll tell you important stuff like how long the recordings are and what the questions are asking. Don't zone out during the instructions!During the RecordingsWhen each recording starts, quiet your mind and focus 100% on listening. Don't get distracted doodling or thinking about your lunch. Use any pics or info they give you about the recording topic to put it into context.As you're listening, try to pick out key details and words. Make a mental note or scratch down a few words that seem important. The questions will probably ask about names, places, reasons, examples, and main ideas.If you miss something, don't panic! You can't rewind, but try to stay calm and keep concentrated for anything you might be able to pick up.Question TimeAfter each recording, you'll get questions to answer about what you just heard. Go through them carefully, reading every possible answer choice. Don't rush!For multiple choice questions, use process of elimination to get rid of any wrong choices first. Then think back to key details from the recording to determine the right answer.Short answer questions are trickier since you have to write out the response yourself. Make sure you only use details straight from the recording to answer just that specific question. No guessing!For fill in the blank questions, you'll need to supply a missing word or two. Think carefully about vocabulary and grammar from the recording. What word makes the most sense?General StrategiesNo matter what, read all questions super slowly and carefully. Don't mix up what they're asking! Also, avoid making assumptions not directly supported by the recording.Manage your time wisely too. If you get stuck on a question, make your best guess and move ahead rather than wasting tons of time.If you have a few minutes at the end, quickly double check your work. Make sure your handwriting is neat and your answers are complete.Whew, that's a lot of tips! The most important thing is to stay focused and positive. You've got this! Walking into that test feeling confident, prepared, and ready to show off your excellent listening skills.So keep on practicing, believe in yourself, and good luck acing that English Listening exam!篇5A-Level English Listening Test 1 - The Ultimate Guide!Hi there, friends! Today I'm going to give you all the insider tips and tricks for absolutely rocking the English A-Level Listening Test 1. This test can seem super scary, but if you follow my advice, you'll be better prepared than a squirrel stocking up for winter!First up, let's talk about what kinds of things you'll hear on the test. There will probably be conversations between two or more people discussing everyday topics like shopping, vacations, school life and more. You might also hear monologues wherejust one person is speaking, like a teacher giving instructions or someone giving a speech. No matter what, pay close attention because all the details are important!One of the toughest parts is understanding different accents and speaking styles. The people you hear might have British accents, American accents, or maybe even Australian or Indian English accents. Some speakers may talk super fast while others take it nice and slow. My advice? Don't get flustered! Just focus really hard and try to pick out the key words and phrases.Now for some concrete tips to prepare:Listen, listen, listen! Check out audio books, podcasts, YouTube videos and movies in English as much as you can. The more you train your ears, the better you'll understand on test day.Learn common phrases and idioms. A lot of the conversations will use expressions like "it costs an arm and a leg" or "she's feeling under the weather." Knowing these will make things click into place.Take notes! As you're listening, quickly jot down any names, numbers, dates or other specific details you hear. It'll really help jog your memory later.Practice test-taking strategies. Before you start listening, read through all the questions so you know what kinds of things to listen for. And if you get stuck on one question, just keep going! You can always come back to it.Relax and stay positive. This is super important. If you start feeling anxious or defeated, take some deep breaths. Remind yourself that you've prepared and that you've got this!To really raise your game, here are some expert-level tips that will make you a listening legend:Quote Buster: Sometimes you'll hear quotes or lines directly stated in the audio. When that happens, you can often find the exact wording written as an answer choice. Easy points!Context Clues: Even if you miss a word or two here and there, you can use context clues from the rest of what's said to figure out the general meaning. Don't panic if it's not 100% clear.Identify Speakers: Pay attention to who is speaking - their age, gender, tone of voice and personality. This can help you determine which speaker goes with which answer choices.Visualize: While listening, try to picture in your mind what's being described. If it's about a bedroom being messy, imagine what that looks like. It'll reinforce comprehension.There you have it - the keys to cracking the code of Listening Test 1! I know it's not easy, but the more you practice, the more skills you'll build. Pretty soon, you'll be listening like a pro. Just take it step-by-step and trust all your preparation.You've got this, superstars! Knock that test out of the park and make me proud. And remember, no matter how you do, I'm still crazy proud of each and every one of you. Now go get 'em!篇6English A-Level Listening Test 1 GuideHi there! My name is Emily and I'm going to tell you all about the English A-Level Listening Test 1. It's a test you might have to take if you want to show how good you are at understanding spoken English. I just took it last week, so I know everything there is to know!The test has four sections and it's about 30 minutes long in total. You'll listen to different recordings and have to answer multiple choice questions about what you heard. Make sure you listen really carefully because you only get one chance to hear each recording.Section 1 is all about identifying basic information. You'll hear a man or woman saying some sentences, and then you have to choose the right picture from three options that matches what they said. Like if they say "There is a big red bus," you'd pick the picture with the big red bus.For Section 2, you'll hear a longer conversation between two people. It might be two friends talking, a teacher and student, or maybe even a phone call. You have to choose the right answer to questions about details like names, numbers, times and reasons that are mentioned. This section is a little trickier because there's more information to keep track of.Section 3 is probably the hardest part. You'll hear a longer monologue, which is like a speech or lecture. It will be about a topic you're familiar with from school, like science, history or literature. You have to show you understood the main ideas and important details by answering questions. My teacher told me to listen for signpost words that indicate main ideas, like "firstly," "moreover," and "in conclusion."Finally, there's Section 4 where you'll hear an interview, podcast or radio show. The questions are about opinions, attitudes and feelings expressed by the speakers. You have toinfer, or read between the lines, about their tone of voice and how they really feel about the topic.I was pretty nervous before the test, but I found some good strategies that really helped me:Read the questions first so you know what to listen for.Don't panic if you miss a word or two - try to piece together the overall meaning.Eliminate options you know are wrong to narrow it down.Use process of elimination if you're stuck on a question.Make educated guesses if you're really unsure - don't leave any blanks!The test proctors give specific instructions before each section, so listen carefully. They'll also give you time to read the questions before the recordings start. Use that time wisely!You're allowed to take notes as you listen, which can be super helpful. Just jot down key words, names, numbers - anything you think might be important for answering the questions. The note booklet is free to use however you'd like.One last tip - make sure you pack a few snacks and some water for energy! You'll want to stay fueled and hydrated to keep your brain sharp during the whole test.While the Listening Test isn't exactly fun, it's a great way to demonstrate your skills in understanding spoken English. Just go in prepared, stay focused, and believe in yourself. You'll do amazing!Let me know if you have any other questions. I'm happy to provide more tips and insights from my own experience. Thanks for reading, and good luck on your test!。
现代邮政英语test1答案
现代邮政英语test1答案Test 11、11. An ________ of the post’s fundamental role in the creation of the United States requires a little knowledge of the problems faced by the colonies at that time.A、authorizedB、rudimentaryC、appreciationD、debuted2、12. In 1691, to boost trade and ensure its control of North America, Britain ________ a centralized postal system.A、authorizedB、rudimentaryC、appreciationD、debuted3、13. By the mid-eighteenth century, this ________ network push thirteen quarrelsome provinces toward developing a new, independent-minded, egalitarian culture more American than British.A、authorizedB、rudimentaryC、appreciationD、debuted4、14. America’s first political cartoon ________ in the newspaper.A、authorizedB、rudimentaryC、appreciationD、debuted5、15. Stamp Act is a law passed by the British Parliament in 1765 to raise ________.A、subsidizedB、interceptedC、autonomyD、revenue6、16. Meanwhile England ________ and searched mail for seditious content.A、subsidizedB、interceptedC、autonomyD、revenue7、17. The awful roads developed the provinces’ sense of isolation and ________.A、subsidizedC、autonomyD、revenue8、18. Transportation industry was also ________ by government to carry the mail.A、subsidizedB、interceptedC、autonomyD、revenue9、19. They improved communications despite tough circumstances, laid down important ________ for the frontier’s development, and also made vital contributions to preserving the Union.A、appreciationB、infrastructureC、linkD、innovative10、20. The post fostered unique American culture of________ ideas and uncensored opinions.A、appreciationB、infrastructureC、link11、1. WANTED: Young skinny, w________ fellows not over eighteen. (--thin but strong)12、2. The Pony Express, nevertheless, has become s________ with the Old West. (--having the same, or nearly the same, meaning)13、3. By the 1840s the influx of p________ to the Northwest, and the flood of prospectors to California after 1848 had created an increasing demand for mail delivery to and from the East. (--the first people to go to a particular area in order to live and work there)14、4. Later this route was ultimately j________ by growing North-South tension. (--cause sth. to be harmed, lost or destroyed; put in danger)15、5. They switched m________ every 10-12 miles. (--a horse that you ride on)16、6. This relay system allowed mail to criss-cross the f________ in record time. (--the edge of land where people live and have built towns, beyond which the country is wild and unknown, especially in the western US in the 19th century)17、7. It was just a group of c________ riders who had proven their loyalty again and again. (--willing to work hard and giveyour time and energy to sth)18、8. What caused the d________ of the Pony Express? (--the end or failure of an institution, an idea, a company, etc.)19、9. Despite the failure, the founders’ ability to assemble and operate this remarkable service under especially challenging circumstances was a tribute to their courage and i________. (--the ability to invent things or solve problems in clever new ways)20、10. In the game, a Pony Express rider controlled by the game player has to avoid obstacles and pick up letters in search of the e________ 100 percent rating. (--difficult to find, define, or achieve)Assignment 11、1.一说到美国西部人们就会想到牛仔。
Test1课后练习及答案
Test 1 课后练习I、写出26个字母的音标：a/ / b/ / c/ / d/ / e/ / f/ / g/ / h/ / i/ /j/ / k/ / l/ / m/ / n/ / o/ / p/ / q/ / r/ /s/ / t/ / u/ / v/ / w/ / x/ / y/ / z/ /II、根据音标写出单词：/ʌp/__________ /fɪʃ/__________ /bɜ:d/__________ /fɜ:st/__________ /ʃip/__________ /ði:z/_________ /si:/__________ /ʃɜ:t/__________ /iz/__________ /tə‵geðə/__________ /‵sistə/_________ /big/_________ /bed/_________ /kæp/_________ /i:t/__________/get/__________ /ki:p/__________ /it/__________ /bɒks/__________ /dɒg/__________ /ʃu:/__________ /pʊt/__________ /bʊk /__________ /drɒp/_________ /tri:/__________ /‵fɑ:ðə/_______ /‵sku:ǀbæg/_________ /‵piktʃə/__________ /pǀei/__________/kait/__________ /’a uə/__________ /gri:n/__________ /hiǀ/__________ / keik/__________ /ǀeik/_________ /geit/__________ /kəut/__________ /baik/_________ /‵draivə/_________ /haus/__________ /gɜ:ǀz/________ /wʌn/__________ /’pensl/__________ /mai/__________ III、写出下列单词的音标：car/ / jeep/ / teacher/ / boat/ /they/ / how/ /five/ / red/ / hill/ / like/ /ruler/ / nine/ /name/ / yes/ / why/ / pear/ / now/ /Test 1 课后练习答案I、写出26个字母的音标:a/eɪ/ b/bi:/ c/si:/ d/di:/ e/i:/ f/ef/ g/dʒi:/ h/eɪtʃ/ i/aɪ/ j/dʒeɪ/ k/ki:/ l/eǀ/ m/em/ n/en/ o/əʊ/ p/pi:/ q/kju:/ r/ɑ:/ s/es/ t/t i:/ u/ju:/ v/vi:/ w/‵dʌblju:/ x/eks/ y/waɪ/ z/zi:/(/zed/)II、根据音标写出单词:/ʌp/up /fɪʃ/fish /bɜ:d/bird /fɜ:st/first /ʃɪp/ship /ði:z/these /si:/see / sea/ʃɜ:t/shirt /iz/is /tə’geðə/together /’s istə/sister /bɪg/big/bed/bed /kæp/cap /i:t/eat /get/get /ki:p/keep /it/it /bɒks/box /dɒg/dog/ʃu:/shoe /put/put /buk /book /drɒp/drop /tri:/tree /’fɑ:ðə/father/’sku:ǀbæg/schoolbag /’p iktʃə/picture /pǀei/play /kait/k ite /’a uə/hour / our/gri:n/green /hiǀ/hill / keik/cake /ǀei/lake /gei/gate /kəu/coat /bai/bike /’draɪvə/driver /haus/house /gɜ:ǀz/girls /wʌn/one /’pensǀ/pencil /mai/my III.写出单词的音标:car/kɑ:/ jeep/dʒi:p/ teacher/’t i:tʃə/ boat/bəut/ they/ðei/ how/hau/five/faiv/ red/red/ hill/hiǀ/ like/lai k/ ruler/’ru:lə/ nine/nain/ name/neim/ yes/jes/ why/waɪ/ pear/peə/ now/nau/。
剑桥雅思阅读6原文（test1）答案精讲
剑桥雅思阅读6原文(test1)答案精讲雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读6test1原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读6原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.AUSTRALIA’S SPORTING SUCCESSA They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sportsmen and women. Both provide intensive coaching, training facilities and nutritional advice.B Inside the academies, science takes centre stage. The AIS employs more than 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one —such as building muscle strength in golfers —to others, such as swimming and squash. They are backed up by technicians who design instruments to collect data from athletes. They all focus on one aim: winning. ‘We can’t waste our time looking at ethereal scientific questions thatdon’t hel p the coach work with an athlete and improve performance,’ says Peter Fricker, chief of science at AIS.C A lot of their work comes down to measurement —everything from the exact angle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is on individuals, tweaking performances to squeeze an extra hundredth of a second here, an extra millimetre there. No gain is too slight to bother with. It’s the tiny, gradual improvement s that add up to world-beating results. To demonstrate how the system works, Bruce Mason at AIS shows off the prototype of a 3D analysis tool for studying swimmers. A wire-frame model of a champion swimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he analyses how her spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason’s con tribution to sport also includes the development of the SWAN (Swimming Analysis) system now used in Australian national competitions. It collects images from digital cameras running at 50 frames a second and breaks down each part of a swimmer’s performance into factors that can be analysed individually — stroke length, stroke frequency, average duration of each stroke, velocity, start, lap and finish times, and so on. At the end of each race, SWAN spits out data on each swimmer.D ‘Take a look,’ says Mason, pulling out a sheet of data. He points out the data on the swimmers in second and third place, which shows that the one who finished third actually swam faster. So why did he finish 35 hundredths of a second down?‘His turn times were 44 hundredths of a s econd behind the other guy,’ says Mason. ‘If he can improve on his turns, he can do much better.’ This is the kind of accuracy that AIS scientists’ research is bringing to a range of sports. With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete’s clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete’s ability to run. There’s more to it than simply measuring performance. Fricker gives the example of athletes who may be down with coughs and colds 11 or 12 times a year. After years of experimentation, AIS and the University of Newcastle in New South Wales developed a test that measures how much of the immune-system protein immunoglobulin A is present in athletes’ saliva. If IgA levels suddenly fall below a certain level, training is eased or dropped altogether. Soon, IgA levels start rising again, and the danger passes. Since the tests were introduced, AIS athletes in all sports have been remarkably successful at staying healthy.E Using data is a complex business. Well before a championship, sports scientists and coaches start to prepare the athlete by developing a ‘competition model’, based on what they expect will be the winning times.’ You design the model to make that time,’ says Mason.’ A start of this much, each free-swimming period has to be this fast, with a certain stroke frequency and stroke length, with turns done in these times.’ All the training is then geared towards making the athlete hit those targets, both overall and for each segment of the race. Techniques like these have transformed Australia into arguably the world’s most successful sporting nation.F Of course, there’s no thing to stop other countries copying —and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists’ and rowers’ times. Now ever yone uses them. The same has happened to the ‘altitude tent’, developed by AIS to replicate the effect of altitude training at sea level. But Australia’s success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.Questions 1-7Reading Passage 1 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 1-7 on your answer sheet.NB You may use any letter more than once.1 a reference to the exchange of expertise between different sports2 an explanation of how visual imaging is employed in investigations3 a reason for narrowing the scope of research activity4 how some AIS ideas have been reproduced5 how obstacles to optimum achievement can be investigated6 an overview of the funded support of athletes7 how performance requirements are calculated before an eventQuestions 8-11Classify the following techniques according to whether the writer states theyA are currently exclusively used by AustraliansB will be used in the future by AustraliansC are currently used by both Australians and their rivalsWrite the correct letter, A, B or C, in boxes 8-11 on your answer sheet.8 cameras9 sensors10 protein tests11 altitude tentsQuestions 12 and 13Answer the questions below.Choose NO MORE THAN THREE WORDS ANDIOR A NUMBER from the passage for each answer.Write your answers in boxes 12 and 13 on your answer sheet.12 What is produced to help an athlete plan their performance in an event?13 By how much did some cyclists’ performance improve at the 1996 Olympic Games?READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.DELIVERING THE GOODSThe vast expansion in international trade owes much to a revolution in the business of moving freightA International trade is growing at a startling pace. While the global economy has been expanding at a bit over 3% a year, the volume of trade has been rising at a compound annual rate of about twice that. Foreign products, from meat to machinery, play a more important role in almost every economy in the world, and foreign markets now tempt businesses that never much worriedabout sales beyond their nation’s borders.B What lies behind this explosion in international commerce? The general worldwide decline in trade barriers, such as customs duties and import quotas, is surely one explanation. The economic opening of countries that have traditionally been minor players is another. But one force behind the import-export boom has passed all but unnoticed: the rapidly falling cost of getting goods to market. Theoretically, in the world of trade, shipping costs do not matter. Goods, once they have been made, are assumed to move instantly and at no cost from place to place. The real world, however, is full of frictions. Cheap labour may make Chinese clothing competitive in America, but if delays in shipment tie up working capital and cause winter coats to arrive in spring, trade may lose its advantages.C At the turn of the 20th century, agriculture and manufacturing were the two most important sectors almost everywhere, accounting for about 70% of total output in Germany, Italy and France, and 40-50% in America, Britain and Japan. International commerce was therefore dominated by raw materials, such as wheat, wood and iron ore, or processed commodities, such as meat and steel. But these sorts of products are heavy and bulky and the cost of transporting them relatively high.D Countries still trade disproportionately with their geographic neighbours. Over time, however, world output has shifted into goods whose worth is unrelated to their size and weight. Today, it is finished manufactured products that dominate the flow of trade, and, thanks to technological advances such as lightweight components, manufactured goods themselves have tended to become lighter and less bulky. As aresult, less transportation is required for every dollar’s worth of imports or exports.E To see how this influences trade, consider the business of making disk drives for computers. Most of the world’s disk-drive manufacturing is concentrated in South-east Asia. This is possible only because disk drives, while valuable, are small and light and so cost little to ship. Computer manufacturers in Japan or Texas will not face hugely bigger freight bills if they import drives from Singapore rather than purchasing them on the domestic market. Distance therefore poses no obstacle to the globalisation of the disk-drive industry.F This is even more true of the fast-growing information industries. Films and compact discs cost little to transport, even by aeroplane. Computer software can be ‘exported’ without ever loading it onto a ship, simply by transmitting it over telephone lines from one country to another, so freight rates and cargo-handling schedules become insignificant factors in deciding where to make the product. Businesses can locate based on other considerations, such as the availability of labour, while worrying less about the cost of delivering their output.G In many countries deregulation has helped to drive the process along. But, behind the scenes, a series of technological innovations known broadly as containerisation and inter-modal transportation has led to swift productivity improvements in cargo-handling. Forty years ago, the process of exporting or importing involved a great many stages of handling, which risked portions of the shipment being damaged or stolen along the way. The invention of the container crane made it possible to load and unload containers without capsizing the ship and the adoption of standard container sizes allowed almost any box to betransported on any ship. By 1967, dual-purpose ships, carrying loose cargo in the hold_and containers on the deck, were giving way to all-container vessels that moved thousands of boxes at a time.H The shipping container transformed ocean shipping into a highly efficient, intensely competitive business. But getting the cargo to and from the dock was a different story. National governments, by and large, kept a much firmer hand on truck and railroad tariffs than on charges for ocean freight. This started changing, however, in the mid-1970s, when America began to deregulate its transportation industry. First airlines, then road hauliers and railways, were freed from restrictions on what they could carry, where they could haul it and what price they could charge. Big productivity gains resulted. Between 1985 and 1996, for examp le, America’s freight railways dramatically reduced their employment, trackage, and their fleets of locomotives —while increasing the amount of cargo they hauled. Europe’s railways have also shown marked, albeit smaller, productivity improvements.I In America the period of huge productivity gains in transportation may be almost over, but in most countries the process still has far to go. State ownership of railways and airlines, regulation of freight rates and toleration of anti-competitive practices, such as cargo-handling monopolies, all keep the cost of shipping unnecessarily high and deter international trade. Bringing these barriers down would help the world’s economies grow even closer.hold: ship’s storage area below beckQuestions 14-17Reading Passage 2 has nine paragraphs, A-I.Which paragraph contains the following information?Write the correct letter, A-I, in boxes 14-17 on your answer sheet.14 a suggestion for improving trade in the future15 the effects of the introduction of electronic delivery16 the similar cost involved in transporting a product from abroad or from a local supplier17 the weakening relationship between the value of goods and the cost of their deliveryQuestions 18-22Do the following statements agree with the information given in Reading Passage 2?In boxes 18-22 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 this18 International trade is increasing at a greater rate than the world economy.19 Cheap labour guarantees effective trade conditions.20 Japan imports more meat and steel than France.21 Most countries continue to prefer to trade with nearby nations.22 Small computer components are manufactured in Germany.Questions 23-26Complete the summary using the list of words, A-K, below.Write the correct letter, A-K, in boxes 23-26 on your answer sheet.THE TRANSPORT REVOLUTIONModern Cargo-handing methods have had a significanteffect on 23............ as the business of moving freight around the world becomes increasingly streamlined.Manufacturers of computers, for instance, are able to import 24............ from overseas, rather than having to rely on a local supplier. The introduction of 25............ has meant that bulk cargo can be safely and efficiently moved over long distances. While international shipping is now efficient, there is still a need for governments to reduce 26............: in order to free up the domestic cargo sector.A tariffsB componentsC container shipsD outputE employeesF insurance costsG trade H freight I faresJ software K international standardsREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.Question 27-32Reading Passage 3 has seven paragraphs, A-G.Choose the correct heading for paragraphs B-G from the list of headings below.Write the correct number, i-ix, in boxes 27-32 on you answer sheet.List of Headingsi The reaction of the Inuit community to climate changeii Understanding of climate change remains limitediii Alternative sources of essential suppliesiv Respect for Inuit opinion growsv A healthier choice of foodvi A difficult landscapevii Negative effects on well-beingviii Alarm caused by unprecedented events in the Arcticix The benefits of an easier existenceExample AnswerParagraph A viii27 Paragraph B28 Paragraph C29 Paragraph D30 Paragraph E31 Paragraph F32 Paragraph GClimate Change and the InuitThe threat posed by climate change in the Arctic and the problems faced by Canada’s Inuit peopleA Unusual incidents are being reported across the Arctic. Inuit families going off on snowmobiles to prepare their summer hunting camps have found themselves cut off from home by a sea of mud, following early thaws. There are reports of igloos losing their insulating properties as the snow drips and refreezes, of lakes draining into the sea as permafrost melts, and sea ice breaking up earlier than usual, carrying seals beyond the reach of hunters. Climate change may still be a rather abstract idea to most of us, but in the Arctic it is already having dramatic effects — if summertime ice continues to shrink at its present rate, the Arctic Ocean could soon become virtually ice-free in summer. The knock-on effects are likely to include more warming, cloudier skies, increased precipitation and higher sea levels. Scientists are increasingly keen to find out what’s going on because they consider the Arctic the ‘canary in the mine’ for global warming —a warning of what’s in store for the rest of the world.B For the Inuit the problem is urgent. They live in precariousbalance with one of the toughest environments on earth. Climate change, whatever its causes, is a direct threat to their way of life. Nobody knows the Arctic as well as the locals, which is why they are not content simply to stand back and let outside experts tell them what’s happening. In Canada, where the Inuit people are jealously guarding their hard-won autonomy in the country’s newest territory, Nunavut, they believe their best hope of survival in this changing environment lies in combining their ancestral knowledge with the best of modern science. This is a challenge in itself.C The Canadian Arctic is a vast, treeless polar desert that’s covered with snow for most of the year. Venture into this terrain and you get some idea of the hardships facing anyone who calls this home. Farming is out of the question and nature offers meagre pickings. Humans first settled in the Arctic a mere 4,500 years ago, surviving by exploiting sea mammals and fish. The environment tested them to the limits: sometimes the colonists were successful, sometimes they failed and vanished. But around a thousand years ago, one group emerged that was uniquely well adapted to cope with the Arctic environment. These Thule people moved in from Alaska, bringing kayaks, sleds, dogs, pottery and iron tools. They are the ancestors of today’s Inuit people.D Life for the descendants of the Thule people is still harsh. Nunavut is 1.9 million square kilometres of rock and ice, and a handful of islands around the North Pole. It’s currently home to 2,500 people, all but a handful of them indigenous Inuit. Over the past 40 years, most have abandoned their nomadic ways and settled in the territory’s 28 isolated communities, but they still rely heavily on nature to provide food and clothing. Provisions available in local shops have to be flown into Nunavut on one ofthe most costly air networks in the world, or brought by supply ship during the few ice-free weeks of summer. It would cost a family around ￡7,000 a year to replace meat they obtained themselves through hunting with imported meat. Economic opportunities are scarce, and for many people state benefits are their only income.E While the Inuit may not actually starve if hunting and trapping are curtailed by climate change, there has certainly been an impact on people’s health. Obesity, heart disease and diabetes are beginning to appear in a people for whom these have never before been problems. There has been a crisis of identity as the traditional skills of hunting, trapping and preparing skins have begun to disappear. In Nunavut’s ‘igloo and email’ society, where adults who were born in igloos ha ve children who may never have been out on the land, there’s a high incidence of depression.F With so much at stake, the Inuit are determined to play a key role in teasing out the mysteries of climate change in the Arctic. Having survived there for centuries, they believe their wealth of traditional knowledge is vital to the task. And Western scientists are starting to draw on this wisdom, increasingly referred to as ‘Intelligence Quotient’, or IQ. ‘In the early days scientists ignored us when they came up here to study anything. They just figured these people don’t know very much so we won’t ask them,’ says John Amagoalik, an Inuit leader and politician. ‘But in recent years IQ has had much more credibility and weight.’ In fact it is now a requirement for anyone hoping to get permission to do research that they consult the communities, who are helping to set the research agenda to reflect their most important concerns. They can turn downapplications from scientists they believe will work against their interests, or research projects that will impinge too much on their daily lives and traditional activities.G Some scientists doubt the value of traditional knowledge because the occupation of the Arctic doesn’t go back far enough. Others, however, point out that the first weather stations in the far north date back just 50 years. There are still huge gaps in our environmental knowledge, and despite the scientific onslaught, many predictions are no more than best guesses. IQ could help to bridge the gap and resolve the tremendous uncertainty about how much of what we’re seeing is natural capriciousness and how much is the consequence of human activity.Questions 33-40Complete the summary of paragraphs C and D below.Choose NO MORE THAN TWO WORDS from paragraphs C and D for each answer.Write you answers in boxes 33-40 on your answer sheet.If you visit the Canadian Arctic, you immediately appreciate the problems faced by people for whom this is home. It would clearly be impossible for the people to engage in 33............... as a means of supporting themselves. For thousands of years they have had to rely on catching 34...............and 35...............as a means of sustenance. The harsh surroundings saw many who tried to settle there pushed to their limits, although some were successful. The 36...............people were an example of the latter and for them the environment did not prove unmanageable. For the present inhabitants, life continues to be a struggle. The territory of Nunavut consists of little more than ice, rock and a few 37............... . In recent years, many of them have been obliged togive up their 38............... lifestyle, but they continue to depend mainly on 39............... for their food and clothes.40...............produce is particularly expensive.剑桥雅思阅读6原文参考译文(test1)TEST 1 PASSAGE 1参考译文：AUSTRALIA’S SPORTING SUCCESS澳大利亚的体育成就A They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sportsmen and women. Both provide intensive coaching, training facilities and nutritional advice.A他们努力竞争，他们积极参与，他们参加比赛完全为了取胜。
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一、选择题每题一分1．80486CPU在响应中断时将如下内容顺序压入堆栈（A ）A. F、CS、IPB. F、IP、CSC. CS、IP、FD. IP、CS、F2．管理56级可屏蔽中断，需要8259的芯片数目为（ B ）A. 4片B. 8片C. 1 0片D. 9片3．某RAM芯片有8Kx8位的容量，它的片内地址选择线和数据线分别是（ B ）A. A0~A13 和D0~D15B. A0~A12 和D0~D7C. A0~A13 和D0~D7D. A0~A12 和D0~D154．机器字长为16位，一个机器数为94B9H，当分别将其视为无符号数和带符号数时，其对应的十进制真值分别为（ D ）A. 38073，－2745B. 38073，－27464C. 2745，－2745D. 38073，－274635．8255A引脚信号WR=0, CS=0, A1=1, A0=1时，表示（C ）A. CPU向数据口写数据B. CPU读8255控制口C. CPU向控制口送控制字D. 无效操作6．设SS=6000H, SP=1000H, AL=09H, AH=12H, DX=0FF34H. 现要求把DX 和AX的内容压入堆栈，哪个图中堆栈内容是正确的（C）60000H SS 60000H SS 60000H SS 60000H SS 60001H 60001H 60001H 60001H: : : :60FFCH SP 60FFCH SP 60FFCH SP 61000H60FFDH 60FFDH 60FFDH 61001H60FFEH 60FFEH 60FFEH 61002H60FFFH 60FFFH 60FFFH 61003H61000H 61000H 61000H 61004H SPA B C D7. 主存和CPU之间增加高速缓存的目的是（ D ）A．解决CPU与外存之间的速度匹配B. 既扩大内存容量，有提高存取速度C. 扩大内存容量D. 解决CPU与主存之间的速度匹配8．若在数据段定义：NUM1 DW ‘5D’, 则在NUM1单元存放的值为（A）A. 3544HB. 4435HC. 00410035HD. 00350041H9. 运算器由许多部件组成，其核心部分是（ C ）A. 数据总线B. 累加器C. 算术逻辑单元D. 多路开关10．80486CPU的INTR引脚输入的信号属于（B ）类型的中断请求信号A. 非屏蔽中断B. 可屏蔽中断C.软件中断D.内部中断二、判断改错题（判断下列各小题是否正确，如正确请打“√”错误打“×”，并请说明原因。
每小题1分，共10分）1．微处理器在实际运行中大部分时间都用于对存储器访问，存储器的形式在很大程度上决定了微型计算机的性能。
( T )2．微型计算机系统中内存与外设之间的数据传送只能在CPU的控制下完成（ F ）DMA3．DRAM定时刷新电路的主要作用是要写入新的信息。
（F ）维持原信息4．将中断类型号乘以8，可以得到中断向量的存放地址。
（F ）5．多个外设可以通过8259A中断控制器用一条中断请求线向CPU发出中断请求。
（T ）6．80x86CPU的段寄存器是专门用于存放段基址的。
（F ）段选择符7．JMP DX （T ）8．所有算术运算类指令均要影响标志寄存器的内容。
（F ）(P60)9. 8259A中设置中断屏蔽寄存器是为了改变各个中断的优先级。
（ F ）10．段空间的大小与段地址无关。
（T）三、简答题（本大题共30分，其中1~2小题必做，共15分；其余小题任选15分完成，所选题目少于15分者，按实际分数计算；所选题目超过15分者，超出部分不加分，答错倒扣分。
）1．阅读下列程序，写出程序执行后指定单元和寄存器的内容。
(10分)DATA SEGMENTORG 0100HARRAY DB 0FEH,86H,95H,21H,79H,05H,53H,47H,7FHCOUNT EQU $-ARRAYDATA ENDSCODE SEGMENTASSUME CS:CODE, DS:DATASTART: MOV AX,DATAMOV DS,AXMOV BX,COUNT ；计数器LOP1: MOV SI,COUNTLOP2: MOV AL,ARRAY[SI-1] ；取后一个数CMP AL,ARRAY[SI-2] ；与前一个数比较JLE NEXT ；后者小于或等于前者，转NEXTXCHG AL,ARRAY[SI-2] ；后者大于前者，交换，；AL存较小数,前面单元（地址小）存大数MOV ARRAY[SI-1],AL ；较大地址存储较小数NEXT: DEC SI ；修改SICMP SI,2 ；SI指向第二个单元？JGE LOP2 ；不是，转，继续比较SUB BX,1 ；是，第一次排序完成。
BX-1JNZ LOP1 ；全部排序完成？尚未，转MOV AH,4CH ；已完成，退出INT 21HCODE ENDSEND START7f 79 53 47 21 05 fe 95 86；把9个带符号数按大到小的次序排列令数据段的段基址为2000H程序执行结果：(20100H)=___7FH___, (20101H)=___79H___;(20107H)=_____95H______; BX=____0_____, SI=____1______.2．电路结构如图所示，试分析并回答：（1）74LS138作用是什么？译码电路，用地址线和存储器读写线译码产生RAM的片选信号，从而决定存储器的地址范围。
（2）该电路中74LS138在什么条件下工作？A16为0，A17 A18 A19 均为1，且进行存储器读或写时，74LS138才工作（3）RAM芯片的地址范围是多少？A19 A18 A17 A16 A15 A14 A13 A12。
A01 1 1 0 1 0 1 0 01 1EA000H~EBFFFH 8k3．根据以下要求用一条指令写出相应操作（1）把EBX和EDX内容相加，结果放入EDX中。
ADD EDX，EBX（2）用寄存器SI和位移量为9DH的寄存器相对寻址方式把所指存储单元中的一个字和DX内容相加，结果送入该存储单元中。
ADD 9DH[SI]，DX（3）用寄存器BP和DI的基址变址寻址方式把所指存储单元中的一个字节与AL寄存器内容相加，结果送入AL寄存器中。
ADD AL，[BP][DI]4．数据段中有以下定义ARRAY1 EQU 57HARRAY2 DW 57H指出下面两条指令源操作数的寻指方式MOV DX，ARRAY1；寻址方式：立即寻址MOV DX，ARRAY2；寻址方式：直接寻址5．分析以下指令并回答指令出错的原因ADD DH，CX 原因：宽度不匹配MOV [DI]，[SI] 原因：全为存储器操作数INC 86H 原因：不能为立即数OUT 78H，CL 原因：CL应为AL或立即数6存储器芯片的片选控制有几种方式，各自的优点和缺点是什么？线选法：电路简单，但占用地址线多，地址不连续局部译码法：电路简单，同样的存储单元地址会不唯一全译码法：使用全部地址线，电路复杂，但地址会唯一，访问方便7．简述CPU和外部设备之间的数据传输方式及各自的特点？无条件传送：电路简单，使用范围有限查询方式：CPU大量时间用于状态查询中断方式：处理突发事件，CPU利用率高DMA方式：CPU释放总线控制权，速度快，电路复杂I/O处理机：专用处理器控制数据传输，不需要CPU干预8．写出如下程序段的功能STDLEA DI，ES：[1690H]MOV CX，0080HMOV AX，‘9’REP STOSW将1690H为末地址的128个字置‘9’四．综合题如图所示，8255A作为用中断方式工作的绘图仪接口，PC3作为INTR 信号，并且与之相连的8259A在系统程序中已经完成了初始化，中断类型号为0BH, 8255A的端口地址分别为：A口：0091H；B口：0093H；C口：0095H；控制口：0097H。
1．完成硬件连线图。
2．请根据工作要求写出8255A的初始化（包括系统所需要的设置）程序段以及中断逻辑初始化程序段。
A15 A14 A13 A12 A11 A10 A9 A8 A7 A6 A5 A4 A3 A2 A1 A0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 1 1 18255A工作方式：A口方式1输出 1 01 0 0 00 0 A0H 中断允许0 000 110 1 0DH8255A初始化程序：MOV AL,A0H;MOV DX,97HOUT DX,ALMOV AL,0DH; 0 000 110 1MOV DX,97HOUT DX,AL中断初始化程序MOV AX,SEG INTPROCMOV DS,AXMOV DX,OFFSET INTPROCMOV AX,250BHINT 21HIN AL,21HAND AL,0F7H；11110111OUT 21H,ALSTI。