4阅读
CET-4 阅读(第19周)
Passage oneIt's an annual argument. Do we or do we not go on holiday? My partner says no because the boiler could go, or the roof fall off and we have no savings to save us. I say you only live once and we work hard and what's the point if you can't go on holiday. The joy of a recession means no argument next year - we just won't go.Since money is known to be one of the things most likely to bring a relationship to its knees, we should be grateful. For many families the recession means more than not booking a holiday A YouGov poll of 2, 000 people found 22% said they were arguing more with their partners because of concerns about money. What's less clear is whether divorce and separation rates rise in a recession – financial pressures mean couples argue more but make splitting up less affordable. A recent research shows arguments about money were especially damaging to couples. Disputes were characterized by intense verbal(言语上的) aggression, tended to be repeated and not resolved and made men, more than women, extremely angry.Kim Stephenson, an occupational psychologist, believes money is such a big deal because of what it symbolizes, which may be different things to men and women. "People can say the same things about money but have different ideas ofwhat it's for." he explains. "They'll say it's to save to spend, for security, for freedom,to show someone you love them." He says men are more likely to see money as a way of buying status and of showing their parents that they've achieved something."The biggest problem is that couples assume each other knows what's going on with their finances, but they don't. There seems to be more of a taboo (禁忌) about talking about money than about death. But you both need to know what you're doing, who's paying what into the joint account and how much you keep separately. In a healthy relationship, you don't have to agree about money, but you have to talk about it."Passage TwoGlobal warming is causing more than 300,000 deaths and about $125 billion in economic losses each year, according to a report by the Global Humanitarian Forum, an organization led by Annan, the former United Nations secretary general.The report, to be released Friday, analyzed data and existing studies of health, disaster, population and economic trends. It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition (营养不良)and heat-related health problems.But even before its release, the report drew criticism from some experts on climate and risk, who questioned its methods and conclusions.Along with the deaths, the report said that the lives of 325 million people, primarily in poor countries, were being seriously affected by climate change. It projected that the number would double by 2030.Roger Pielke Jr., a political scientist at the University of Colorado, Boulder, who studies disaster trends, said the Forum's report was "a methodological embarrassment" because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable (易受伤害的) regions. Dr. Pielke said that “climate change is an important problem requiring our utmost attention.” But the report, he said, "will harm the cause for action on both climate change and disasters because it is so deeply flawed (有瑕疵的)."However, Soren Andreasen, a social scientist at Dalberg Global Development Partners who supervised the writing of the report, defended it, saying that it was clear that the numbers were rough estimates. He said the report was aimed at world leaders, who will meet in Copenhagen in December to negotiate a new international climate treaty.In a press release describing the report, Mr. Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases. More than 90% of the human and economic losses from climate change are occurring in poor countries, according to the report.Passage ThreeWhen we think of green buildings, we tend to think of new ones –the kind of high-tech, solar-paneled masterpieces that make the covers of architecture magazines. But the U.S. has more than 100 million existing homes, and it would be 56 wasteful to tear them all down and 57 them with greener versions. An enormous amount of energy and resources went into the construction of those houses. And it would take an average of 65 years for the 58 carbon emissions from a new energy-efficient home to make up for the resources lost by destroying an old one. So in the broadest 59 , the greenest home is the one that has already been built. But at the same time, nearly half of U. S. carbon emissions come from heating, cooling and 60 our homes, offices and other buildings. "You can't deal with climate change without dealing with existing buildings," says Richard Moe, the president of the National Trust.With some 61 , the oldest homes tend to be the least energy-efficient. Houses built before 1939 use about 50% more energy per square foot than those built after 2000, mainly due to the tiny cracks and gaps that 62 over time and let in more outside air.Fortunately, there are a 63 number of relatively simple changes that can green older homes, from 64 ones like Lincoln's Cottage to your own postwar home. And efficiency upgrades (升级)。
托福TPO4综合写作阅读原文+听力原文+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO4综合写作阅读原文+听力原文+满分范文，希望对大家备考有所帮助。
托福TPO4综合写作阅读原文文本： Endotherms are animals such as modern birds and mammals that keep their body temperatures constant. For instance, humans are endotherms and maintain an internal temperature of 37°C, no matter whether the environment is warm or cold. Because dinosaurs were reptiles, and modern reptiles are not endotherms, it was long assumed that dinosaurs were not endotherms. However, dinosaurs differ in many ways from modem reptiles, and there is now considerable evidence that dinosaurs were, in fact, endotherms. Polar dinosaurs One reason for believing that dinosaurs were endotherms is that dinosaur fossils have been discovered in polar regions. Only animals that can maintain a temperature well above that of the surrounding environment could be active in such cold climates. Leg position and movement There is a connection between endothermy and the position and movement of the legs. The physiology of endothermy allows sustained physical activity, such as running. But running is efficient only if an animal's legs are positioned underneath its body, not at the body's side, as they are for crocodiles and many lizards. The legs of all modern endotherms are underneath the body, and so were the legs of dinosaurs. This strongly suggests that dinosaurs were endotherms. Haversian canals There is also a connection between endothermy and bone structure. The bones of endotherms usually include structures called Haversian canals. These canals house nerves and blood vessels that allow the living animal to grow quickly, and rapid body growth is in fact a characteristic of endothermy. The presence of Haversian canals in bone is a strong indicator that the animal is an endotherm, and fossilized bones of dinosaurs are usually dense with Haversian canals. 托福TPO4综合写作听力原文文本： Many scientists have problems with the arguments you read in the passage. They don't think those arguments prove that dinosaurs were endotherms. Take the polar dinosaur argument. When dinosaurs lived, even the polar regions, where dinosaur fossils have been found, were much warmer than today, warm enoughduring part of the year for animals that were not endotherms to live. And during the months when the polar regions were cold, the so-called polar dinosaurs could have migrated to warmer areas or hibernated like many modern reptiles do. So the presence of dinosaur fossils in polar regions doesn't prove the dinosaurs were endotherms. Well, what about the fact that dinosaurs have their legs placed under their bodies, not out to the side like crocodiles. That doesn't necessarily mean dinosaurs were high-energy endotherms built for running. There is another explanation for having legs under the body. This body structure supports more weight, so with the legs under their bodies, dinosaurs can grow to a very large size. Being large had advantages for dinosaurs, so we don't need the idea of endothermy and running to explain why dinosaurs evolved to have their legs under their bodies. Ok, so how about bone structure? Many dinosaur bones do have Haversian canals, that's true. The dinosaur bones also have growth rings. Growth rings are thickening of the bone that indicates periods of time when the dinosaurs weren't rapidly growing. These growth rings are evidence that dinosaurs stopped growing or grew more slowly during cooler periods. This pattern of periodic growth, you know, rapid growth followed by no growth or slow growth, and then rapid growth again, is characteristic of animals that are not endotherms. Animals that maintain a constant body temperature year-round as true endotherms do grow rapidly even when the environment becomes cool. 托福TPO4综合写作满分范文： The professor actually contradicts the statements made in the passage. She is of the view that dinosaurs are not endotherms i.e. they were not able to keep their body temperature at a constant rate. The professor contradicts the issue of dinosaurs being endothers based on the availability of fossils being available in the polar regions, she say that the polar regions in those days were not as cold as they are today i.e at least warm enough for dinosaurs to live. Durin harsh winters she says that there is a possibility of the dinosaurs actually migrating to warmer regions. The issue of leg position and movement being used as a reason to clasify the dinosaurs as endotherms does not please the professor either. She says that dinosaurs had legs under their bodies to support their huge bodies i.e the legs under the body of the dinosaur were actually to support the huge weight of the dinosaur and not to provide it with a body structure like endotherms(which is actually suited for running). The professor acknowledges the presence of haversian canals but also points out that that the fossils show the presence of growth rings. These rings occur due to the thickening of the bone. The thickening indicates that the dinosaurs were’nt。
4级英语阅读技巧
4级英语阅读技巧答题技巧一：详略得当关于大学英语四级快速阅读测试来说，依据题目的"题眼'快速在文章中找到答案是最关键的，这样我们就要在阅读时注意详略得当。
克服精读精益求精的习惯，做到有信息处精读，无信息处略读，略读处一扫而过。
对所要解释或证实的观点的细节举例处或者通常有数个名词的并列项，它们不是完整的主谓宾的句子，因此无法与问题对应的具体罗列处，都可以略读。
那么题目中数字、人名等信息(题眼)在原文中对应的部分必须详读。
答题技巧二：显性信息查读的信息通常是显性信息，只要将问题在原文中进行准确定位就能得到正确答案，一般不必须要做推理。
答题技巧三：题文同序大学英语四级考试的快速阅读部分，问题顺序与原文顺序一致(有时推断题和填空题交汇处顺序不一致)，这就要求考生应该按照题目的顺序依次做题。
关于所有的四级快速阅读文章这个技巧都适用答题技巧四：分解对应分解对应四分法(快速阅读的解题核心)：快速将问题分解成4个部分(主A 谓B宾C+其他D)，与原文进行对比。
答题技巧五：一段一题、长段两题、平均分配大学英语四级考试的快速阅读的出题方式一般都为一段出一题、长段出两题，遵循平均分配题目所在位置的原则，在此也不做特别举例。
答题技巧六：选小不选大答题技巧八：主宾判定2如何做四级英语阅读理解第一篇阅读理解是选词填空形式的，首先我们可以快速的浏览一下文章，大致掌握一下文章内容，然后在开始填空选择词的时候，一定要依据语法先确定这个空要填的词是什么形式，是单数还是复数，是动词还是名词，是被动还是主动，然后在词框里先选出几个符合形式的词语选项来。
然后再依据文意，从你选出的几个词里在进行排除。
依据文章意思和上下文去排除和选择与文章相和的词语。
有的词的意思比较抽象，所以有的空就找不出合适的词，这是我们语言理解句子也要更意化一下，就是要去体会的这个句子的意思。
这样可能会更好一些。
第二个是这个段落匹配，这个我觉得不用先看一遍，因为文章也很长，看下来必须要很久。
大学英语四级考试(Cet4)阅读理解模拟练习题
大学英语四级考试(Cet4)阅读理解模拟练习题It is doing something better than other people that makes us unique. Yeta surprising number of people still see individuality as a surface thing. Theywear bright clothes, dye their hair strange colors and decorate their skin withtattoos (纹身) to make some kind of social statement.The whole purpose of individuality is excellence. The people who comprehend the simple principle of being unique through performance makeour entire political and economic system work. Those who invent, whoimprove, who know more about a subject than other people do, and who takesomething that doesnt work and make it workthese people are the very soulof capitalism.Charles Kettering didnt like the idea of cranking a car to make it start,so he invented the electric starter. Henry Ford figured out the assembly-linetechnique and made it possible to mass-produce automobiles. Lewis Waterman saw no need to go on dipping a pen into an inkwell, so he put theink into the pen. George Westinghouse told the world how to stop a train, andElisha Otis, inventor of the elevator, indirectly created the city skyline. Thesepeople understood that individualism means working at the top of onescapacity.Fortunately, enough Americans have been inspired to do somethingwith their uniqueness that we have developed in less than three centuriesfrom a frontier outpost into not only a country of freedom but a countrystrong enough to protect that freedom. These people prized the notions of individuality and excellence above all things and thus kept the great machine functioning. The ones with the purple hair and the horrorable jewelry are just。
剑桥雅思阅读4test1原文翻译及答案解析
剑桥雅思阅读4test1原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读4原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined byteachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests,in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas aboutrainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.Questions 1-8Do the following statements agree with the information given in Reading Passage 1?In boxes 1-8 on your answer sheet writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 The plight of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforests that they encounter in their classrooms.3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.4 The fact that children’s ideas about science form part ofa larger framework of ideas means that it is easier to changethem.5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.Answer the following questions by choosing the correct responses A-P.Write your answers in boxes 9-13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were?10 What was the most common response to the question about the importance of the rainforests?11 What did most children give as the reason for the loss of the rainforests?12 Why did most children think it important for the rainforests to be protected?13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?A There is a complicated combination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants.G People are responsible for the loss of the rainforests.H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.J As the rainforests are destroyed, the world gets warmer.K Without rainforests there would not be enough oxygen in the air.L There are people for whom the rainforests are home.M Rainforests are found in Africa.N Rainforests are not really important to human life.O The destruction of the rainforests is the direct result of logging activity.P Humans depend on the rainforests for their continuing existence.Question 14Choose the correct letter, A, B, C, D or E.Write your answer in box 14 on your answer sheet.Which of the following is the most suitable title for Reading Passage 1?A The development of a programme in environmental studies within a science curriculumB Children’s ideas about the rainforests and the implications for course designC The extent to which children have been misled by the media concerning the rainforestsD How to collect, collate and describe the ideas of secondary school children.E The importance of the rainforests and the reasons for their destructionREADING PASSAGE 2You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.What Do Whales Feel?An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoisesSome of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtshipritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to different degree in different species. Baleen species studied at close quarters underwater — specifically a grey whale calf in captivity for a year, and free-ranging right whale and humpback whales studied and filmed off Argentina and Hawaii —have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese Beiji, for instance, appear to have very limited vision, and the Indian susus are blind,their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.1. echolocation: the perception of objects by means of sound wave echoes.Questions 15-21Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer.Write your answers in boxes 15-21 on your answer sheet.SENSE SPECIES ABILITY COMMENTSSmell toothed no evidence from brain structurebaleen not certain related brain structures are presentTaste some types poor nerves linked to their 15………areunderdevelopedTouch all yes region around the blowhole very sensitiveVision 16……… yes probably do not have stereoscopic vision Dolphins, porpoises yes probably have stereoscopic vision 17………and………18………yes probably have stereoscopic vision forward and upward Bottlenose dolphins yes exceptional in 19………and good in air-water interfaceBoutu and beiji poor have limited visionIndian susu no probably only sense direction and intensity of lightHearing most large baleen yes usually use 20………; repertoire limited21………whales and ………whalesyes song-likeToothed yes use more of frequency spectrum; have wider repertoireQuestions 22-26Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.22 Which of the senses is described here as being involved in mating?23 What species swims upside down while eating?24 What can bottlenose dolphins follow from under the water?25 Which type of habitat is related to good visual ability?26 Which of the senses is best developed in cetaceans?READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.Visual Symbols and the BlindPart 1From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines — or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.To search out these answers, I created raised-line drawingsof five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.Part 2Words associated Agreementwith circle/square amongsubjects (%)SOFT-HARD 100MOTHER-FATHER 94HAPPY-SAD 94GOOD-EVIL 89LOVE-HATE 89ALIVE-DEAD 87BRIGHT-DARK 87LIGHT-HEAVY 85WARM-COLD 81SUMMER-WINTER 81WEAK-STRONG 79FAST-SLOW 79CAT-DOG 74SPRING-FALL 74QUIET-LOUD 62WALKING-STANDING 62ODD-EVEN 57FAR-NEAR 53PLANT-ANIMAL 53DEEP-SHALLOW 51Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. These percentages show the level of consensus among sighted subjects.We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example,we asked: What goes with soft? A circle or a square? Which shape goes with hard?All our subjects deemed the circle soft and the square hard.A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2.) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’to square and ‘near’ to circle. In fact, only a small majority of sighted subjects —53% —had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.Questions 27-29Choose the correct letter, A, B, C or D.Write your answers in boxes 27-29 on your answer sheet.27 In the first paragraph the writer makes the point that blind people.A may be interested in studying art.B can draw outlines of different objects and surfaces.C can recognise conventions such as perspective.D can draw accurately.28 The writer was surprised because the blind womanA drew a circle on her own initiative.B did not understand what a wheel looked like.C included a symbol representing movement.D was the first person to use lines of motion.29 From the experiment described in Part 1, the writer foundthat the blind subjectsA had good understanding of symbols representing movement.B could control the movement of wheels very accurately.C worked together well as a group in solving problems.D got better results than the sighted undergraduates.Questions 30-32Look at the following diagrams (Questions 30-32), and the list of types of movement below. Match each diagram to the type of movement A-E generally assigned to it the experiment. Choose the correct letter A-E and write them in boxes 30-32 on your answer sheet.A steady spinningB jerky movementC rapid spinningD wobbling movementE use of brakesQuestions 33-39Complete the summary below using words from the box.Write your answers in boxes 33-39 on your answer sheet.NB You may use any word more than once.In the experiment described in Part 2, a set of word 33……was used to investigate whether blind and sighted people perceived the symbolism in abstract 34……in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35… volunteers, everyone thought a circle fitted ‘soft’ while a square fitted ‘hard’.However, only 51% of the 36…… volunteers assigned a circle to 37…… . When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices.associations blind deep hardhundred identical pairs shapessighted similar shallow softwordsQuestion 40Choose the correct letter, A, B, C, or D.Write your answer in box 40 on your answer sheet.Which of the following statements best summarises the writer’s general conclusion?A The blind represent some aspects of reality differently from sighted people.B The blind comprehend visual metaphors in similar ways to sighted people.C The blind may create unusual and effective symbols to represent reality.D The blind may be successful artists if given the right training.剑桥雅思阅读4原文参考译文(test1)Passage1参考译文Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests —what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible thatsome of these ideas will be mistaken.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。
2023 12月英语4级阅读原文
文章题目：xxx英语四级阅读原文正文：1. 以下是xxx英语四级阅读原文，原文共计3000字，由4篇短文组成。
2. Passage 1：昨天我们看到了一年一度的全球气候变化大会从卡塔尔多哈落下帷幕。
与会代表各抒己见，但最终未能就减少碳排放达成共识。
作为世界上最大的温室气体排放国之一，我国的立场备受关注。
我国政府一再重申，全球减排的目标需要“公平、合理和有担当”。
不过，美国方面则指责我国对环保问题的不作为，认为我国应当承担更多的责任。
这次会议虽然未能取得实质性的进展，但各国对话的开展本身也是积极的信号。
3. Passage 2：人口老龄化问题日益严峻，已成为世界各国的共同挑战。
据统计，到2050年，全球60岁以上的老年人口将占总人口的三分之一。
这一现象对社会福利和医疗资源提出了前所未有的挑战。
许多国家都在积极采取措施，推动老年人的长期护理和社会融合，但目前还未形成一套全球性的解决方案。
国际社会应当加强合作，共同应对人口老龄化所带来的各种问题。
4. Passage 3：互联网在当今社会中扮演了不可或缺的角色，但其安全问题也日益凸显。
近年来，网络犯罪频频发生，个人隐私被泄露的事例也不在少数。
虚假信息和网络诈骗现象层出不穷，给互联网用户的正常生活和工作带来了极大的困扰。
各国应当共同努力，加强网络安全，维护公民的合法权益。
5. Passage 4：贸易保护主义的抬头给国际贸易带来了巨大的不确定性。
近年来，一些国家采取了一系列贸易限制措施，不断挑起贸易摩擦，导致全球贸易体系遭受重创。
保护主义的兴起不仅损害了各国的经济利益，也对全球经济的增长造成了严重威胁。
各国应当携手合作，反对贸易保护主义，维护自由、开放的国际贸易环境。
结尾：本次阅读原文从全球气候变化、人口老龄化、网络安全和国际贸易保护主义等多个方面展示了当前国际社会面临的重要挑战和问题。
面对这些挑战，各国应当加强合作，共同应对，共同推动全球发展和稳定。
希望通过本次英语四级阅读，同学们可以更深入地了解当今国际社会的现状和问题，为未来的学习和研究提供参考。
剑桥雅思阅读4原文翻译及答案解析（test3）
剑桥雅思阅读4原文翻译及答案解析(test3)为了帮助大家更好地备考雅思阅读，下面小编给大家分享剑桥雅思阅读4原文翻译及答案解析(test3)，希望对你们有用。
剑桥雅思阅读4原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Micro-Enterprise Credit for Street Youth‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko‘We’ve had business experience. Now I’m confident to expand what we’ve been doing. I’ve learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn’t know each other before —now we’ve made new friends.’Fan KaomaParticipants in the Youth Skills Enterprise Initiative Program, ZambiaIntroductionAlthough small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.Over the past nine years, Street Kids International (S.K.I.) hasbeen working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.BackgroundTypically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.Street Business PartnershipsS.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, whichthey used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.Lessons learnedThe following lessons have emerged from the programs that S.K.I. and partner organisations have created.Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation’s programs for at least six months, and trust and relationship-building will have already been established.The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.It is critical for all loans to be linked to training programs that include the development of basic business and life skills.There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual’s situation.Small loans are provided initially for purchasing fixed assetssuch as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).ConclusionThere is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.Questions 1-4Choose the correct letter, A, B, C or D.Write your answers in boxes 1-4 on your answer sheet.1 The quotations in the box at the beginning of the articleA exemplify the effects of S.K.I.B explain why S.K.I. was set up.C outline the problems of street children.D highlight the benefits to society of S.K.I.2 The main purpose of S.K.I. is toA draw the attention of governments to the problem of street children.B provide school and social support for street children.C encourage the public to give money to street children.D give business training and loans to street children.3 Which of the following is mentioned by the writer as a reason why children end up living on the streets?A unemploymentB warC povertyD crime4 In order to become more independent, street children mayA reject paid employment.B leave their families.C set up their own businesses.D employ other children.Questions 5-8Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.Write your answers in boxes 5-8 on your answer sheet.Country Organisations Involved Type of Project Support Provided5………………and………………S.K.I courier service ? provision of 6………………………Dominican Republic ? S.K.IY.W.C.A 7………………… ? loansstorage facilitiessavings plansZambia ? S.K.I.The Red CrossY.W.C.A. setting up small businesses ? business training8…………trainingaccess to creditQuestions 9-12Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 9-12 on your answer sheet writeYES if the statement agrees with the claims of the wirterNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this9 Any street child can set up their own small business if given enough support.10 In some cases, the families of street children may need financial support from S.K.I.11 Only one fixed loan should be given to each child.12 The children have to pay back slightly more money than they borrowed.Question 13Choose the correct letter, A, B, C or D.Write your answer in box 13 on your answer sheet.The writers conclude that money should only be lent to street childrenA as part of a wider program of aid.B for programs that are not too ambitious.C when programs are supported by local businesses.D if the projects planned are realistic and useful.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 on the following pages.Questions 14-27Reading Passage 2 has four sections A-D.Choose the correct heading for each section from the list of headings below.Write the correct number i-vi in boxes 14-17 on your answer sheet.List of HeadingsI Causes of volcanic eruptionIi Efforts to predict volcanic eruptionIii Volcanoes and the features of our planetIv Different types of volcanic eruptionV International relief effortsVi The unpredictability of volcanic eruptions14 Section A15 Section B16 Section C17 Section DVolcanoes-earth-shattering newsWhen Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlinesA Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.But the classic eruption — cone-shaped mountain, big bang, mushroom cloud and surges of molten lava — is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has abasement of volcanic basalt.Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. Thesefracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.Sometimes it is slow: vast bubbles of magma — molten rock from the mantle — inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in no rthern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa —the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like t he Giant’s Causeway in Northern Ireland? It was a slow, gentle eruption.The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates —the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ wh ere there have been the most violent explosions —Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mon t Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. Volcanoes are potentially world news, especially the quiet ones.Questions 18-21Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-21 on your answer sheet.18 What are the sections of the earth’s crust, often associated with volcanic activity, called?19 What is the name given to molten rock from the mantle?20 What is the earthquake zone on the Pacific Ocean called?21 For how many years did Mount Pinatubo remain inactive?Questions 22-26Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.Volcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23……. moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowObtaining Linguistic DataA Many procedures are available for obtaining data about alanguage. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.B In all cases, someone has to act as a source of language data — an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a lin guist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.C Many factors must be considered when selecting informants —whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about thebest investigative techniques to use.D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be li stened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general.A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.F Linguists also make great use of structured sessions, inwhich they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency of usage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplementedby data derived from the intuitions of native speakers of the language, through either introspection or experimentation.Questions 27-31Reading Passage 3 has seven paragraphs labeled A-G.Which paragraph contains the following information?Write the correct letter A-G in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 the effect of recording on the way people talk28 the importance of taking notes on body language29 the fact that language is influenced by social situation30 how informants can be helped to be less self-conscious31 various methods that can be used to generate specific dataQuestions 32-36Complete the table below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 32-36 on your answer sheet.METHODS OF OBTAINING LINGUISTIC DATA ADVANTAGES DISADVANTAGES32……as informant convenient method of enquiry not objective enoughNon-linguist as informant necessary with 33…… and child speech the number of factors to be consideredRecording an informant allows linguists’ claims to be checked 34……of soundVideoing an informant allows speakers’ 35…… to be observed 36……might mi ss certain thingsQuestions 37-40Complete the summary of paragraph G below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.剑桥雅思阅读4原文参考译文(test3)Passage1参考译文Micro-Enterprise Credit for Street Youth流浪儿童的小型企业贷款‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko“我来自一个贫困的大家庭。
英语4级阅读教学设计案例
英语4级阅读教学设计案例一、教学背景介绍英语4级阅读是大学英语四级考试中的一项重要内容，考查学生的阅读理解和词汇运用能力。
本教学设计案例是针对英语4级阅读进行的教学设计，旨在提高学生的阅读理解水平和词汇应用能力。
二、教学目标1. 培养学生对英文阅读材料的兴趣，提高阅读积极性；2. 培养学生的阅读理解和分析能力；3. 提高学生的词汇运用能力。
三、教学内容本课程将以一篇关于环保的英文阅读材料为例，引导学生进行阅读并完成相关的阅读理解练习和词汇应用练习。
四、教学过程1. 导入阶段- 创设情境，介绍本节课的主题：环保；- 引入相关词汇，如：environment, pollution, recycle等。
2. 预测阅读阶段- 显示阅读材料的标题和开头段落，让学生预测文章的主题和内容；- 学生在小组内进行讨论和预测，并向全班汇报他们的预测结果。
3. 全文阅读阶段- 学生独立阅读全文，注意抓住文章的关键信息；- 学生在阅读的同时，标记不懂的词汇，并尝试根据上下文猜测词义；- 学生可以对关键信息进行标记，以便后续的阅读理解练习。
4. 合作讨论阶段- 将学生分为小组，讨论文章中的重要细节、作者观点等；- 学生可以在小组内互相交流和讨论，澄清彼此的疑惑。
5. 阅读理解练习阶段- 将学生分为小组，进行阅读理解练习；- 练习内容包括选择题、填空题、判断题等；- 学生通过小组合作共同解答问题，提高对文章细节的理解。
6. 词汇应用练习阶段- 给学生提供一些关键词汇，要求学生根据文章内容填写相关的词汇；- 学生可以结合上下文进行词汇推测和猜测，加深对词汇的理解和应用。
7. 总结和延伸阶段- 教师进行课堂总结，强调本节课的重点和难点；- 展示一些相关的图片和视频，激发学生继续学习和关注环保的兴趣。
五、教学评价方法1. 阶段性评价：教师针对每个阶段学生的表现进行评价，包括学生的参与度、合作能力和阅读理解能力等。
2. 综合性评价：教师以小组为单位进行综合评价，评估学生整体的学习效果。
2021年考研英语一阅读4
2021年考研英语一阅读4In recent years, more and more students in China have been considering pursuing a master's degree by taking the national postgraduate entrance examination, commonly known as the "gaokao." With the release of the 2021 Postgraduate Entrance Examination Schedule by the Ministry of Education, it is essential for students to be well-prepared, especially in English Reading. This article aims to analyze and provide a comprehensive understanding of English Reading Passage 4 for the 2021 Postgraduate Entrance Examination.The reading passage titled "The Impact of Social Media on Society" explores how social media platforms have influenced various aspects of our lives. It delves into the positive and negative consequences of social media, touches upon privacy concerns, as well as discusses the impact on mental health and social relationships.The passage begins by highlighting the positive aspects of social media. It acknowledges that these platforms have revolutionized communication, making it easier for people to connect and share information globally. The ability to engage with a wide audience has opened up new opportunities for businesses, allowing them to reach a larger customer base. Moreover, social media has played a crucial role in spreading awareness about social causes, enabling individuals to participate in societal issues actively.However, the passage also emphasizes the negative consequences associated with the use of social media. Privacy concerns have become a prevalent issue, with the leakage of personal information and the potential for identity theft becoming increasingly common. Moreover, the addictivenature of social media platforms has raised concerns about their impact on mental health. Many individuals find themselves spending excessive amounts of time scrolling through feeds, leading to feelings of loneliness, depression, and anxiety. Additionally, constant exposure to carefully curated and filtered content has resulted in negative self-comparisons and unrealistic beauty standards.The passage further discusses the impact of social media on social relationships. On the one hand, it acknowledges that social media has facilitated the maintenance of long-distance relationships and allowed individuals to reconnect with old friends. It has also provided a platform for marginalized groups to voice their opinions and share their experiences, promoting diversity and inclusivity. However, it also points out that social media can lead to a decrease in face-to-face interactions, as people rely more on digital communication. This can result in decreased empathy and weakened social bonds, as online interactions may lack the depth and nuance of offline interactions.In conclusion, the reading passage provides a balanced analysis of the impact of social media on society. It recognizes the positive aspects, such as enhanced communication, business opportunities, and social activism, while also shedding light on the negative consequences, including privacy concerns, mental health issues, and potential effects on social relationships. It is important for individuals to be aware of both the benefits and risks associated with social media usage in order to strike a healthy balance and make informed decisions.Preparation for the English Reading section of the 2021 Postgraduate Entrance Examination should involve thoroughly understanding the passage, identifying key points, and practicing reading comprehension skills. By engaging in extensive reading exercises, students can enhance their ability to comprehend complex texts, while also improving vocabulary and critical thinking skills.In summation, the reading passage "The Impact of Social Media on Society" provides valuable insights into the far-reaching effects of social media on various aspects of our lives. It is crucial for students preparing for the 2021 Postgraduate Entrance Examination to carefully study and analyze these passages to enhance their reading comprehension abilities and succeed in the examination.。
雅思4阅读答案
篇一：雅思4阅读答案篇二：雅思4阅读答案暂无评价|0人阅读|0次下载|雅思剑桥系列之剑四阅读答案 summary 这本书出的特别好，希望大家回去好好钻研下看完说谢谢谢谢 test1 p1 ngmegpjb p2 taste buds baleen forward downward freshwater dolphins water the lower frequencies bowhead humperback sense of touch the freshwater dolphins airborne flying fish clear open waters acoustic sence p3 ccaeca pairs shapes sighted sighted deep blind similar test2p1 isolation economic globalization cultural identity traditional skill ebdcb p2cb emotional/emotionalproblems headache/headches general ill health p3 hfahjb acf(任意) bgeda test3 p1 adcc sudan india bycycles shoe shine/ shoe shine collection life skills thetectonic plates magma ring of fire for 600 years water/the water/ocean/the ocean lava/magma/molten rock westen india explodes gases p3 decdf (the)linguist(acts) foreign languages the poor quality non-verbal behaviour/acial expression camera frequency of usage particular linguistic feature size intuitions test4 p1 geneticspower injuries training adb p2 decd oral histories humanistic study historical discipline scientist p3 ngng 雅思剑桥系列之剑四阅读答案阅读,系列,雅思,剑桥雅思,剑4剑,4阅读,雅思剑桥4,阅读答案,雅思阅读,剑桥系列篇四：雅思4阅读答案answer key listening test 1 1. shopping / variety of shopping 2. guided tours 3. more than 12 / over 12 4. notice board 5. 13th february 6. tower of london 7. bristol 8. american museum 9. student newspaper 10. yentob 11. coal, firewood 12. local craftsmen 13. 160 14. woodside 15. ticket office 16. gift shop 17. (main) workshop 18. showroom 19. cafe 20. cottages 21. a 22. c 23. e 24. b 25. g 26. f 27. c 28. d 29. a 30. b 31. cities / environment 32. windy 33. humid 34. shady / shaded 35. dangerous 36. ... answer key listening test 1 1. shopping / variety of shopping 2. guided tours 3. more than 12 / over 12 4. notice board 5. 13th february 6. tower of london 7. bristol 8. american museum 9. student newspaper 10. yentob 11. coal, firewood 12. local craftsmen 13. 160 14. woodside 15. ticket office 16. gift shop 17. (main) workshop 18. showroom 19. cafe 20. cottages 21. a 22. c 23. e 24. b 25. g 26. f 27. c 28. d 29. a 30. b 31. cities / environment 32. windy 33. humid 34. shady / shaded 35. dangerous 36. leaves 37. ground 38. considerably reduce / decrease / filter 39. low 40. space / room ielts 4 test 2 1. c 2. c 3. b 4. b 5. a 6. cathedral 7. markets 8. gardens 9. art gallery 10. climb the tower / see the view 11. c 12. b 13. a 14. c 15. b 16. c 17. a 18. b 19. b 20. a 21. collecting data / gathering data / data collection 22. 1,500 23. 5 24. 3,000 – 4,000 25. b 26. c 27. mehta 28. survey / research 29. london university / london university press 30. 1988 31. c 32. a 33. mass media / media 34. academic circles / academics / researchers 35. specialist knowledge / specialized knowledge 36. unaware 37. individual customers / individual consumers / individuals 38. illegal profit / illegal profits 39. d 40. e test 3 1. 1-1/2 years 2. forest / forrest 3. academic 4. thursday 5. b 6. b 7. a 8. deposit 9. monthly 10. telephone / phone 11. c 12. a 13. c 14. b 15. lighting / lights / light 16. adult / adults 17. (at/the) studio theatre / studio theater 18. the whole family / all the family / families 19. (in) city gardens / the city gardens / outdoors 20. young children /younger children / children 21. a 22. b 23. c 24. a 25. b 26. a 27. c 28. b 29. b 30. b 31. questionnaire 32. approximately 2,000 / about 2,000 33. education 34. halls of residence / living quarters 35. traffic, parking 36. lecture rooms / lecture halls / lecture theatres / lecture theaters 37. (choice of / room for) facilities 38. d, f 39. b 40. a, c test 4 1. college dining room 2. office staff 3. students 4. 10th december 5. coffee break / coffee breaks 6. 6 7. set of dictionaries / dictionaries / a good dictionary 8. tapes 9. photos / photographs 10. speech 11. b 12. a 13. a 14. a 15. b 16. 180 17. nearest station 18. local history 19. 690 20. walking club / local walking club 21. 20 balloons 22. units of measurement / measurements / measurement units 23. rock salt / salt 24. crystals 25. string / pieces of string 26. (ordinary/white) light 27. h 28. b 29. e 30. c 31. 795 32. tail 33. floor / bed / bottom 34. sense of smell 35. a 36. a 37. b 38. b 39. b 40. e test 1 academic reading reading passage 1, questions 1-14 1：f 2：f 3：ng 4：t 5：f 6：ng 7：t 8：ng 9 ：m 10：e 11：g 12：p 13：j 14：b reading passage 2, questions 15-26 15：taste buds, 16：baleen, 17：forward, downward, 18：fresh water dolphins, 19：water, 20：the lower frequencies, 21：bowhead, humpback 22：sense of touch 23：freshwater dolphins 24：airborne flying fish 25：clear open water 26：sense of hearing answer key reading passage 3, questions 27-40 27：b 28：c 29：a 30：e 31：c 32：d 33：pairs 34：words 35：sighted 36：sighted(用两次) 37：deep 38：blind 39：similar 40：b answer key test 2 answer key test 3 acdemic reading answer key test 4篇五：雅思4阅读答案摘要：剑桥雅思4阅读译文含解析答案。
剑桥雅思阅读4（test2）原文翻译及答案解析
剑桥雅思阅读4(test2)原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读4test2原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读4原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Lost for wordsMany minority languages are on the danger listIn the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.Navajo is far from alone. Half the world’s 6,800 languages are likely to vanish within two generations —that’s one language lost every ten days. Never before has the planet’s linguistic diversity shrunk at such a pace. ‘At the moment, we are heading for about three or four languages dominating the world,’says Mark Pagel, an evolutionary biologist at the University of Reading. ‘It’s a mass extinction, and whether we will ever rebound from the loss is difficult to know.’Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people. Only 250 languages have more than a million speakers, and at least 3,000have fewer than 2,500. It is not necessarily these small languages that are about to disappear. Navajo is considered endangered despite having 150,000 speakers. What makes a language endangered is not just the number of speakers, but how old they are. If it is spoken by children it is relatively safe. The critically endangered languages are those that are only spoken by the elderly, according to Michael Krauss, director of the Alassk Native Language Center, in Fairbanks.Why do people reject the language of their parents? It begins with a crisis of confidence, when a small community finds itself alongside a larger, wealthier society, says Nicholas Ostler, of Britain’s Foundation for Endangered Languages, in Bath. ‘People lose faith in their culture,’ he says. ‘When the next generation reaches their teens, they might not want to be induced into the old traditions.’The change is not always voluntary. Quite often, governments try to kill off a minority language by banning its use in public or discouraging its use in schools, all to promote national unity. The former US policy of running Indian reservation schools in English, for example, effectively put languages such as Navajo on the danger list. But Salikoko Mufwene, who chairs the Linguistics department at the University of Chicago, argues that the deadliest weapon is not government policy but economic globalisation. ‘Native Americans have not lost pride in their language, but they have had to adapt to socio-economic pressures,’he says. ‘They cannot refuse to speak English if most commercial activity is in English.’ But are languages worth saving? At the very least, there is a loss of data for the study of languages and their evolution, which relies on comparisons between languages, both living and dead. When an unwrittenand unrecorded language disappears, it is lost to science.Language is also intimately bound up with culture, so it may be difficult to preserve one without the other. ‘If a person shifts from Navajo to English, they lose something,’ Mufwene says. ‘Moreover, the loss of diversity may also deprive us of different ways of looking at the world,’says Pagel. There is mounting evidence that learning a language produces physiological changes in the brain. ‘Your brain and mine are different from the brain of someone who speaks French, for instance,’ Pagel says, and this could affect our thoughts and perceptions. ‘The patterns and connections we make among various concepts may be structured by the linguistic habits of our community.’So despite linguists’best efforts, many languages will disappear over the next century. But a growing interest in cultural identity may prevent the direst predictions from coming true. ‘The key to fostering diversity is for people to learn their ancestral tongue, as well as the dominant language,’ says Doug Whalen, founder and president of the Endangered Language Fund in New Haven, Connecticut. ‘Most of these languages will not survive without a large degree of bilingualism,’ he says. In New Zealand, classes for children have slowed the erosion of Maori and rekindled interest in the language. A similar approach in Hawaii has produced about 8,000 new speakers of Polynesian languages in the past few years. In California, ‘apprentice’programmes have provided life support to several indigenous languages. Volunteer ‘apprentices’ pair up with one of the last living speakers of a Native American tongue to learn a traditional skill such as basket weaving, with instruction exclusively in the endangered language. After about 300 hours of training they are generally sufficiently fluent to transmit the language to the nextgeneration. But Mufwene says that preventing a language dying out is not the same as giving it new life by using it every day. ‘Preserving a language is more like preserving fruits in a jar,’he says.However, preservation can bring a language back from the dead. There are examples of languages that have survived in written form and then been revived by later generations. But a written form is essential for this, so the mere possibility of revival has led many speakers of endangered languages to develop systems of writing where none existed before.Questions 1-4Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 1-4 on your answer sheet.There are currently approximately 6,800 languages in the world. This great variety of languages came about largely as a result of geographical 1…… . But in today’s world, factors such as government initiatives and 2……are contributing to a huge decrease in the number of languages. One factor which may help to ensure that some endangered languages do not die out completely is people’s increasing appreciation of their 3…… . This has been encouraged through programmes of language classes for children and through ‘apprentice’schemes, in which the endangered language is used as the medium of instruction to teach people a 4……. Some speakers of endangered languages have even produced writing systems in order to help secure the survival of their mother tongue.’Questions 5-9Look at the following statements (Questions 5-9) and the listof people in the box below. Match each statement with the correct person A-E.Write the appropriate letter A-E in boxes 5-9 on your answer sheet.NB You may use any letter more than once.5 Endangered languages cannot be saved unless people learn to speak more than one language.6 Saving languages from extinction is not in itself a satisfactory goal.7 The way we think may be determined by our language.8 Young people often reject the established way of life in their community.9 A change of language may mean a loss of traditional culture.A Michael KraussB Salikoko MufweneC Nicholas OstlerD Mark PagelE Doug WhalenQuestions 10-13Do the following statements agree with the views of the writer in Reading Passage 1?In boxes 10-13 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this10 The Navajo Language will die out because it currently has too few speakers.11 A large number of native speakers fail to guarantee thesurvival of a language.12 National governments could do more to protect endangered languages.13 The loss of linguistic diversity is inevitable.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.ALTERNATIVE MEDICINE IN AUSTRALIAThe first students to study alternative medicine at university level in Australia began their four-year, full-time course at the University of Technology, Sydney, in early 1994. Their course covered, among other therapies, acupuncture. The theory they learnt is based on the traditional Chinese explanation of this ancient healing art: that it can regulate the flow of ‘Qi’or energy through pathways in the body. This course reflects how far some alternative therapies have come in their struggle for acceptance by the medical establishment.Australia has been unusual in the Western world in having a very conservative attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the University of Sydney. ‘We’ve had a tradition of doctors being fairly powerful and I guess they are pretty loath to allow any pretenders to their position to come into it.’In many other industrialised countries, orthodox and alternative medicine have worked ‘hand in glove’for years. In Europe, only orthodox doctors can prescribe herbal medicine. In Germany, plant remedies account for 10% of the national turnover of pharmaceuticals. Americans made more visits to alternative therapists than to orthodox doctors in 1990, and each year they spend about $US 12 billion on therapies that have not beenscientifically tested.Disenchantment with orthodox medicine has seen the popularity of alternative therapies in Australia climb steadily during the past 20 years. In a 1983 national health survey, 1.9% of people said they had contacted a chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two weeks prior to the survey. By 1990, this figure had risen to 2.6% of the population. The 550,000 consultations with alternative therapists reported in the 1990 survey represented about an eighth of the total number of consultations with medically qualified personnel covered by the survey, according to Dr Laver and colleagues writing in the Australian Journal of Public Health in 1993. ‘A better educated and less accepting public has become disillusioned with the experts in general, and increasingly sceptical about science and empirically based knowledge,’ they said. ‘The high standing of professionals, including doctors, has been eroded as a consequence.’Rather than resisting or criticising this trend, increasing numbers of Australian doctors, particularly younger ones, are forming group practices with alternative therapists or taking courses themselves, particularly in acupuncture and herbalism. Part of the incentive was financial, Dr Laver said. ‘The bottom line is that most general practitioners are business people. If they see potential clientele going elsewhere, they might want to be able to offer a similar service.’In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who attended eight alternative therapists’practices in Sydney. These practices offered a wide range of alternative therapies from 25 therapists. Those surveyed had experienced chronic illnesses, for which orthodox medicine hadbeen able to provide little relief. They commented that they liked the holistic approach of their alternative therapists and the friendly, concerned and detailed attention they had received. The cold, impersonal manner of orthodox doctors featured in the survey. An increasing exodus from their clinics, coupled with this and a number of other relevant surveys carried out in Australia, all pointing to orthodox doctors’inadequacies, have led mainstream doctors themselves to begin to admit they could learn from the personal style of alternative therapists. Dr Patrick Store, President of the Royal College of General Practitioners, concurs that orthodox doctors could learn a lot about bedside manner and advising patients on preventative health from alternative therapists.According to the Australian Journal of Public Health, 18% of patients visiting alternative therapists do so because they suffer from musculo-skeletal complaints; 12% suffer from digestive problems, which is only 1% more than those suffering from emotional problems. Those suffering from respiratory complaints represent 7% of their patients, and candida sufferers represent an equal percentage. Headache sufferers and those complaining of general ill health represent 6% and 5% of patients respectively, and a further 4% see therapists for general health maintenance.The survey suggested that complementary medicine is probably a better term than alternative medicine. Alternative medicine appears to be an adjunct, sought in times of disenchantment when conventional medicine seems not to offer the answer.Questions 14 and 15Choose the correct letter, A, B C or D.Write your answers in boxes 14 and 15 on your answer sheet.14 Traditionally, how have Australian doctors differed from doctors in many Western countries?A They have worked closely with pharmaceutical companies.B They have often worked alongside other therapists.C They have been reluctant to accept alternative therapists.D They have regularly prescribed alternative remedies.15 In 1990, AmericansA were prescribed more herbal medicines than in previous years.B consulted alternative therapists more often than doctors.C spent more on natural therapies than orthodox medicines.D made more complaints about doctors than in previous years.Questions 16-23Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 16-23 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this16 Australians have been turning to alternative therapies in increasing numbers over the past 20 years.17 Between 1983 and 1990 the numbers of patients visiting alternative therapists rose to include a further 8% of the population.18 The 1990 survey related to 550,000 consultations with alternative therapists.19 In the past, Australians had a higher opinion of doctorsthan they do today.20 Some Australian doctors are retraining in alternative therapies.21 Alternative therapists earn higher salaries than doctors.22 The 1993 Sydney survey involved 289 patients who visited alternative therapists for acupuncture treatment.23 All the patients in the 1993 Sydney survey had long-term medical complaints.Questions 24-26Complete the vertical axis on the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for answer.Write your answers in boxes 24-26 on your answer sheet.READING PASSAGE 3You should ,spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowPLAY IS A SERIOUS BUSINESSDoes play help develop bigger, better brains?Bryant Furlow investigatesA Playing is a serious business. Children engrossed in a make-believe world, fox cubs play-fighting or kittens teasing a ball of string aren’t just having fun. Play may look like a carefree and exuberant way to pass the time before the hard work of adulthood comes along, but there’s much more to it than that. For a start, play can even cost animals their lives. Eighty per cent of deaths among juvenile fur seals occur because playing pups fail to spot predators approaching. It is also extremely expensive in terms of energy. Playful young animals use around two or three per cent of their energy cavorting, and in children that figure can be closer to fifteen per cent. ‘Even two or three per cent is huge,’says John Byers of Idaho University. ‘You just don’t find animals wasting energy like that,’he adds. There must be a reason.B But if play is not simply a developmental hiccup, as biologists once thought, why did it evolve? The latest idea suggests that play has evolved to build big brains. In other words, playing makes you intelligent. Playfulness, it seems, is common only among mammals, although a few of the larger-brained birds also indulge. Animals at play often use unique signs —tail-wagging in dogs, for example —to indicate that activity superficially resembling adult behaviour is not really in earnest.A popular explanation of play has been that it helps juveniles develop the skills they will need to hunt, mate and socialise as adults. Another has been that it allows young animals to get in shape for adult life by improving their respiratory endurance. Both these ideas have been questioned in recent years.C Take the exercise theory. If play evolved to build muscle or as a kind of endurance training, then you would expect to see permanent benefits. But Byers points out that the benefits of increased exercise disappear rapidly after training stops, so any improvement in endurance resulting from juvenile play would be lost by adulthood. ‘If the function of play was to get into shape,’says Byers, ‘the optimum time for playing would depend on when it was most advantageous for the young of a particular species to do so. But it doesn’t work like that.’ Across species, play tends to peak about halfway through the suckling stage and then decline.D Then there’s the skills-training hypothesis. At first glance, playing animals do appear to be practising the complex manoeuvres they will need in adulthood. But a closer inspectionreveals this interpretation as too simplistic. In one study, behavioural ecologist Tim Caro, from the University of California, looked at the predatory play of kittens and their predatory behaviour when they reached adulthood. He found that the way the cats played had no significant effect on their hunting prowess in later life.E Earlier this year, Sergio Pellis of Lethbridge University, Canada, reported that there is a strong positive link between brain size and playfulness among mammals in general. Comparing measurements for fifteen orders of mammal, he and his team found larger brains (for a given body size) are linked to greater playfulness. The converse was also found to be true. Robert Barton of Durham University believes that, because large brains are more sensitive to developmental stimuli than smaller brains, they require more play to help mould them for adulthood. ‘I concluded it’s to do with learning, and with the importance of environmental data to the brain during development,’he says.F According to Byers, the timing of the playful stage in young animals provides an important clue to what’s going on. If you plot the amount of time a juvenile devotes to play each day over the course of its development, you discover a pattern typically associated with a ‘sensitive period’—a brief development window during which the brain can actually be modified in ways that are not possible earlier or later in life. Think of the relative ease with which young children — but not infants or adults —absorb language. Other researchers have found that play in cats, rats and mice is at its most intense just as this ‘window of opportunity’ reaches its peak.G ‘People have not paid enough attention to the amountof the brain activated by play,’ says Marc Bekoff from Colorado University. Bekoff studied coyote pups at play and found that the kind of behaviour involved was markedly more variable and unpredictable than that of adults. Such behaviour activates many different parts of the brain, he reasons. Bekoff likens it to a behavioural kaleidoscope, with animals at play jumping rapidly between activities. ‘They use behaviour from a lot of different contexts —predation, aggression, reproduction,’he says. ‘Their developing brain is getting all sorts of stimulation.’H Not only is more of the brain involved in play than was suspected, but it also seems to activate higher cognitive processes. ‘There’s enormous cognitive involvement in play,’says Bekoff. He points out that play often involves complex assessments of playmates, ideas of reciprocity and the use of specialised signals and rules. He believes that play creates a brain that has greater behavioural flexibility and improved potential for learning later in life. The idea is backed up by the work of Stephen Siviy of Gettysburg College. Siviy studied how bouts of play affected the brain’s levels of a particular chemical associated with the stimulation and growth of nerve cells. He was surprised by the extent of the activation. ‘Play just lights everything up,’he says. By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.I What might further experimentation suggest about the way children are raised in many societies today? We already know that rat pups denied the chance to play grow smaller brain components and fail to develop the ability to apply social rules when they interact with their peers. With schooling beginning earlier and becoming increasingly exam-orientated, play is likelyto get even less of a look-in. Who knows what the result of that will be?Questions 27-32Reading Passage 3 had nine paragraphs labeled A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 27-32 on your answer sheet.NB You may use any letter more than once.27 the way play causes unusual connections in the brain which are beneficial28 insights from recording how much time young animals spend playing29 a description of the physical hazards that can accompany play30 a description of the mental activities which are exercised and developed during play31 the possible effects that a reduction in play opportunities will have on humans32 the classes of animals for which play is importantQuestions 33-35Choose THREE letters A-F.Write your answers in boxes 33-35 on your answer sheet.The list below gives some ways of regarding play.Which THREE ways are mentioned by the writer of the text?A a rehearsal for later adult activitiesB a method animals use to prove themselves to their peer groupC an activity intended to build up strength for adulthoodD a means of communicating feelingsE a defensive strategyF an activity assisting organ growthQuestions 36-40Look at the following researchers (Questions 36-40) and the list of findings below.Match each researcher with the correct finding.Write the correct letter A-H in boxes 36-40 on your answer sheet.36 Robert Barton37 Marc Bekoff38 John Byers39 Sergio Pellis40 Stephen SiviyList of FindingsA There is a link between a specific substance in the brain and playing.B Play provides input concerning physical surroundings.C Varieties of play can be matched to different stages of evolutionary history.D There is a tendency for mammals with smaller brains to play less.E Play is not a form of fitness training for the future.F Some species of larger-brained birds engage in play.G A wide range of activities are combined during play.H Play is a method of teaching survival techniques.剑桥雅思阅读4原文参考译文(test2)Passage 1参考译文Lost for wordsMany minority languages are on the danger list语言的消失——许多少数民族语言濒临灭绝In the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.对于居住在美国西南部四州的那瓦霍人来讲，他们的语言正在遭遇灭顶之灾。
公共英语考试试题pets4级阅读
xx年公共英语考试试题pets4级阅读精选xx下半年pets考试时间将近，下面为大家提供全国英语等级考试四级pets4精选阅读试题，希望能帮助大家更好的复习，备战xx年9月的考试。
I remember the way the light touched her hair. She turned her head, and our eyes met, a momentary awareness in that raucous fifth grade classroom. I felt as though I' d been struck a blow under the heart Thus began my first love affair.Her name was Rachel, and I mooned my way through the grade and high school, stricken at the mere sight of her, tongue-tied in her presence. Does anyone, anymore, linger in the shadows of evening, drawn by the pale light of a window--her window--like some hapless summer insect?That delirious swooning, asexual but urgent and obsessive, that made me awkward and my voice crack, is like some impossible dream now.I would catch sight of her, walking down an aisle of trees to or from school, and I' d bee paralyzed. She always seemed so poised, so self-possessed. At home, I' d relive each encounter,writhing at the thought of my inadequacies. We eventually got acquainted and socialized as we entered our adolescence, she knew I had a case on her, and I sensed her affectionate tolerance for me. "Going sready" implied amaturity we still lacked. Her Orthodox Jewish upbringing and myown Catholic scruples imposed an inhibited grace that made even kissing a distant prospect, however fervently desired. I managed to hold her once at a dance-chaperoned, of course. Our embrace made her giggle, a sound so trusting that I hated myself for what I' d been thinking. At any rate,my love for Rachel remained unrequited. We graduated from high school, she went on to college,and I joined the Army.When World War II engulfed us, I was sent overseas. For a time we corresponded, and her letters were the highlight of those grinding endless years. Once she sent me a snapshot of herself in a bathing suit, which drove me to the wildest of fantasies. I mentioned the possibility of marriage in my next letter, and almost immediately her replies became less frequent, less personal. Her Dear John latter finally caught UD with me while I was awaiting discharge. She gently explained the impossibility of a marriage between us. Looking back on it, I must have recovered rather quickly, although for the first few months I believed I didn' t want to five. Like Rachel, I found someone else, whom I learned to love with a deep and permanent mitment that has lasted to this day.46. Aording to the passage, how old was the author when his first love affair began?A. Before he entered his teens.B.In his early teens.C. In his middle teens.D. When he was just out of his teens.47. How did the author behave as a boy in love?A. His first love motivated him toward hard study.B.His first love evoked sentimental memories.C. He was overpowered by wild excitement and passion.D.. He fulfilled his expectations and desires.48. Aording to the passage, what held them back from a loving kiss?A. Her Jewish origin did not allow it.B.His Catholic adherence forbade it.C. They were not sure whether it was proper or ethicalto kiss in line with their religiousdecorum.D. Kissing was found to be inelegant or evendistasteful.49. Aording to the passage, what was Rachel' s response to the author' s tender affection before the war?A. She recognized and aepted his love affectionately.B.She thwarted his affection by flatly turning him down.C. She fondly permitted him to adore her without losing her own heart to' him.D. She didn"t care for him at all and only took delight in playing with his feelings.50. Which of the following best describes the organization of the passage?A. Statement and example.B.Cause and effect.C. Order of importance..D. Linear description.我依然记得阳光洒在她头发上的样子。
大学英语四级CET4考试阅读(二)
CET4 阅读(二.1)Passage 1Just seven years ago, the Jarvik-7 artificial heart was being cheered as the model of human creativeness. The sight of Barney Clark-alive and conscious after trading his diseased heart for a metal-and-plastic pump-convinced the press, the public and many doctors that the future had arrived. It hadn't. After monitoring production of the Jarvik-7, and reviewing its effects on the 150 or so patients (most of whom got the device as a temporary measure) the U.S Food and Drug Administration concluded that the machine was doing more to endanger lives than to save them. Last week the agency cancelled its earlier approval, effectively banning (禁止) the device.The recall may hurt Symbion Inc, maker of the Jarvik-7, but it wont end the request for an artificial heart. One problem with the banned model is that the tubes connecting it to an external power source created a passage for infection (感染). Inventors are now working on new devices that would be fully placed, along with a tiny power pack, in the patient 's chest. The first samply products aren't expected for another 10 or 20 years. But some people are already worrying that they'll work-and that America`s overextended health-care programs will lose a precious $2.5 billion to $5 billion a year providing them for a relatively few dying patients. If such expenditures (开支) cut into funding for more basic care, the net effect could actually be a decline in the nation's health.1. According to the passage the Jarvik-7artificial heart proved to be_______.A)a technical failure B)a technical wonderC)a good life-saver D)an effective means to treat heart disease2. From the passage we know that Symbion Inc ______.A)has been banned by the government from producing artificial heartsB)will review the effects of artificial hearts before designing new modelsC)may continue to work on new models of reliable artificial heartsD)can make new models of artificial hearts available on the market in 1O to 20 years3. The new models of artificial hearts are expected ______.A)to have a working life of 10 or 20 yearsB)to be set fully in the patient's chestC)to be equipped with an external power sourceD)to create a new passage for infection4. The word "them" in Line 7, Para. 2 refers to _____A) doctors who treat heart diseases B) makers of artificial heartsC) America's health-care programs D) New model of artificial hearts5. Some people feel that______.A)artificial hearts are seldom effectiveB)the country should not spend so much money on artificial heartsC)the country is not spending enough money on artificial heartsD)America's health-care programs are not doing enough for the nation's health Passage 2We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把…按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can havea bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!Besides, it is rather unreal to grade people just according to their intellectual (智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.In our classroom, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop leadership skills. They also learn how to cope with (对付)personal problems as well as learning how to think, to make decisions, to analyse and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them.the skills they need in order to do this efficiently . An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.1.In the passage the author's attitude towards 'mixed-ability teaching, isA)critical C)approving B)questioning D)objective2.By'held back,(Line 1)the author means',A)made to remain in the same classesB)forced to study in the lower classes C)drawn to their studies E) prevented from advancing3.The author argues that a teacher's chief concern should be the development of the student'A) personal qualities and social skillsB)total personality C)learning ability and communicative skills D)intellectual ability4.Which of the following is NOT MENTIONED in the third paragraph?A)Group work gives pupils the opportunity to learn to work together with others.B)Pupils aim learn to develop their reasoning abilities.C)Group work provides pupils with the opportunity to learn to be capable organizers. D)Pupils also learn how to participate in teaching activities.5.The author's purpose of writing this passage is toA) argue for teaching bright and not-ω-bright pupils in the same classB)recommend pair work and group work for classroom activitiesC)offer advice on the proper use of the libraryD)emphasize the importance of appropriate formal classroom teaching。
2008年考研英语阅读text4
2008年考研英语阅读text41. 2008年考研英语阅读text42008年考研英语阅读text4是考研英语阅读中的一篇重要文章，其阅读材料通常为一篇英文短文，短文内容涉及社会、人文、自然科学等多个领域，旨在考察考生对英文短文的理解与分析能力。
2. 考研英语阅读的重要性考研英语阅读作为考研英语科目中的重要组成部分，对考生的英语综合能力有着重要的考核作用。
通过阅读考验考生对语言的理解能力，对提高考生的英语综合水平有着显著的促进作用。
3. text4的文章特点text4作为考研英语阅读的一部分，其文章内容涵盖了社会生活、科学技术等多个领域，语言通俗易懂，逻辑清晰，具有一定的难度和广度，考察考生阅读理解能力的也对考生的综合素质提出了一定要求。
4. text4的阅读技巧进行考研英语阅读时，考生首先要把握文章大意，理清文章的篇章结构，对文章进行逐段阅读，理解每个段落的主旨，掌握文章的重点词汇和表达方式，最后进行整篇文章的把握和理解。
考生还需要培养自己的阅读速度，提高文字阅读和理解能力。
5. text4的备考策略为顺利应对2008年考研英语阅读text4，考生应根据历年的考研英语阅读试题进行针对性的练习，并结合自己的实际情况，有针对性地进行词汇积累和语法练习，提高自己的语言综合水平。
考生还应注重阅读素材的积累，扩大自己的知识面，提高自己的综合素质。
2008年考研英语阅读text4是考研英语阅读中的一篇重要文章，通过对该文章的深入学习和阅读，可以帮助考生更好地应对考研英语阅读中的各种题型，提高自己的英语综合水平。
希望考生能够认真对待考研英语阅读，不断提高自己的英语水平，取得优异的成绩。
由于模型有字数限制，在此提供从2008年考研英语阅读text4文章内容中的备考策略展开的新内容：6. text4的备考策略延伸除了词汇积累和语法练习外，考生还应该加强对于篇章结构和逻辑推理的训练。
在阅读text4时，考生需要对文章进行分析，理清文章的逻辑结构和信息脉络，了解各个段落之间的关联，从而更好地把握文章的主旨和思想。
4 阅读：爷爷的芦笛
二升三阅读理解4爷爷的芦笛教学目的：1、能正确、流利、有感情地朗读课文。
2、了解环境描写对人物心理的衬托作用，联系课文内容，理解“海边的孩子，不沾点海水就长不结实”等句子的意思。
3、凭借课文语言材料，明白经风雨、见世面，接受实际锻炼，对自己健康成长的重要作用。
教学重点：联系课文内容，理解“海边的孩子，不沾点海水就长不结实”句子的意思。
教学难点：了解环境描写对人物心理的衬托作用。
教学过程：一、导入：大家有没有见过大海呢？…见过，觉得大海是什么样的呢？…很美，今天我们就来学习这样一篇课文，写了一个叫强强的孩子来到海边，在爷爷的小闸屋度过一个暴风之夜的有趣故事。
至于这寂静是怎样的一次不平常的经历，它给这个孩子带来什么收获，请同学们在朗读过程中留心。
二、自由轻声地朗读课文要求：1、读准字音，读通句子。
2、联系上下文或查字典弄懂下列词语的意思。
翱翔，婉转，蒙胧，温润，温馨，驱赶3、想想上述两个问题。
三、检查初读情况1、指名分自然段朗读课文，正音。
2、指名说说新词的意思。
翱翔：在空中回旋地飞翔。
婉转：声音高低起伏很动听。
温润：温暖湿润。
驱赶：赶走。
看，放在爷爷嘴边的就是芦笛，它是用一张普普通通的苇叶三折两卷而成的，你可别小看了它，吹奏出来的笛声可好听了。
你们听，爷爷那悠扬的笛声从远方飘来。
（放音乐）2、你觉得这笛声怎么样？四、讲读课文。
师：这样悠扬的笛声在文中一共出现了几次，在什么情况下写到了笛声的？打开课文默读，并作圈画，同桌之间可以交流。
生：……１、想象当中。
２、来到小闸屋，爷爷吹给他听３、爷爷去看潮汛，他非常害怕。
在漫漫长夜中听到了笛声㈠细读第一自然段师：在强强的想象里，大海是什么样子的？爷爷的笛声是什么样子的？用心读第一自然段。
生：自读课文。
师：谁愿意来读，不举手的机会就让给别人了，认真听。
（指名读）师：强强想象中的大海是什么样子的？生：（平静、优美）师：所以很令强强和我们非常（向往、依恋）。
师：爷爷的笛声是什么样子的呢？生：婉转悠扬,带着海水的温柔师：在强强心目中爷爷是个怎样的人？生：师：（板书：在强强的想象里，这笛声）在强强的想象里爷爷的笛声是怎样的？你能听出什么，说说你对笛声的体会、感受。
2023 考研英语阅读真题Text 4(英语二)
2023 Text 4（英语⼆）⻘少年为何⾃相⽭盾 (题⽬版)Teenagers are paradoxical.That's a mild and detached way of saying something that parents often express with considerably stronger language.But the paradox is scientific as well as personal.In adolescence, helpless and dependent children who have relied on grown-ups for just about everything become independent people who can take care of themselves and help each other.At the same time, once cheerful and compliant children become rebellious teenage risk-takers.A new study published in the journal Child Development, by Eveline Crone of the and colleagues, suggests that the positive and negative sides of teenagers go hand in hand.The study is part of a of thinking about adolescence.For a long time, scientists and policy makers concentrated on the idea that teenagers were a problem that needed to be solved.The new work emphasizes that adolescence is a time of opportunity as well as risk.⻘少年是⾃相⽭盾的。
全新版大学高阶英语长篇阅读4 第三版翻译
全新版大学高阶英语长篇阅读4 第三版翻译2007年7月15日，我游过一个开放的补丁的海洋在北极突出的北极冰雪融化的海冰。
Three years later, I remember it as if it were yesterday. 三年后，我记得这件事仿佛就发生在昨天。
I recall walking to the edge of the sea and thinking: I've never seen anything so frightening in my life. 我记得走到的边缘海和思考：我从未见过任何东西这么可怕的在我的生命中。
There were giant chunks of ice in the water, which was –1.7C (29F) and utterly black.有巨大的冰块在水中，这些是－1.7摄氏度（29 F）和完全的黑色。
If things go pear-shaped now, I thought, how long would it take for my frozen body to sink the 4.2km to the seabed? 如果事情去梨形的现在，我想，要多久我冻僵的尸体沉到海底的4.2公里？And then I realised that was perhaps the single worst thought one could have before attempting a symbolic 1km swim wearing nothing but a pair of Speedos. 然后我意识到，也许是最严重认为可能会在尝试一个象征性的1公里的游泳只穿着一双紧身泳裤。
I was shaken to the core, terrified.我很震惊的核心，吓坏了。
After thousands of hours of planning and training, the only wayI could complete the swim that lured me to the northernmost point of the world was committing 100%. 在成千上万个小时的计划和培训，只有这样我才能完成游泳，诱使我最北端的世界是犯100%。
初三英语阅读4
A.Choose the best answer（根据短文内容，选择最恰当的答案): ( 12分)Newcastle is beginning to draw tourists from all corners of Europe. It's one of the fastest developing cities in the United Kingdom.It is said most visitors come here to see the famous soccer team play. The mood of the locals is oftenchanged by the success or failures of the local team.Newcastle's most popular place is the Gate. It's in the center of the city and has many attractionsincluding bars, restaurants, sports bars, pubs and so on. During a home game it becomes a real hometo happiness.Culture and local history lovers can make their dreams come true by taking one of the local city tour buses. They come and leave every few minutes and stop at all the important historical sites in the city. Also the seats and the environment on the buses are comfortable. It's the best way to see the city without tiring yourself out or getting cold. Places such as the Hancock Museum and Millennium Bridge are must-see attractions. But be careful if you're short of time, Newcastle is a big place. So you should be prepared to kill a few hours on one of these buses. .If you want to watch the local team play soccer in the St. James Park, remember to book a ticket as early as possible. The locals are cra zy soccer fans, and you’ll find it hard to get a ticket if you don’t wait in the queue early.As you can see, Newcastle is a fantastic city with so much to be offered and so many things to see. You’re sure to have a wonderful time here!74. From the passage we know Newcastle is most famous for its_______.A) soccer team B) city restaurants C) rich culture D) historical sites75. If you want to learn about the history and culture of Newcastle, you_____.A) can go to the Gate B) can take a city tour C) must go to St James Park D) must drive a car76. The underlined word “They” in Para 3 refers to _____. A) history lovers B) historical sites C) city tour busesD) culture lovers77. Which place is not in Newcastle? ______ A) St. James Park B) The Hancock Museum C) the Gate D) the Tower Bridge78. What can we learn from the passage? A) Tourists will enjoy delicious food and have a good time in the Gate.B) It's usually easy to get a ticket for a local soccer team play. C) Many world famous soccer matches are held in Newcastle every year. D) Newcastle is a very small city with many famous attractions.79. The author wrote this passage mainly in order to_______.A) introduce the culture and history of Newcastle B) tell people the popularity of soccer teams in NewcastleC) introduce the characters of people in Newcastle D) encourage people to visit NewcastleB. Choose the words or expressions and complete the passage（选择最恰当的单词或词语完成短文):（12分）Exam time is the most stressful (最有压力的) period of the year. You've worked all theterm on your classes and now it's the time to prove what you have learned. With so much atstake, it is easy to get stressed about your exams. However, with the right amount or hard workand focus you can pass your tests 80 !When I was in school, I used to get very stressed over my examinations. So did my friends.Some people stopped eating and others ate too much! Some 81 and others burnedthemselves out! The most important thing to remember when studying is not to panic! Take themiddle path---stay calm, eat healthy food and get your rest. Stressing out and _82___yourself too hard is just as dangerous as not studying enough. A tired, overworked brain is just as useless as a stupid, empty one!So, what do you do? Set aside a time each day for study and a time For __83 . You may have less time to relax than usual, but you still need to let your brain rest for a few moments. Get plenty of sleep. If you are_ 84 , information will not stick in your memory. Finally, eat healthy food that fuels your body and mind.It does no good to look at your exams like the rest of your life 85 them. Instead, just view them as another obstacle (障碍物) you will overcome. You have overcome all kinds of obstacles in your life so far. With the right amount of work and focus, you will pass your examinations with flying colors! High school is right around the corner.80. A) quickly B) carefully C) easily D). importantly 81. A) got off B) gave up C) took up D) put off82. A) moving B) encouraging C) pushing D) enjoying 83. A) learning B) relaxation C) sleep D) sports84. A) tired B) excited C) satisfied D) terrified 85. A) looks on B) puts on C) depends on D) sits onC. Read the passage and fill in the blanks with proper words:（14分）Anger (生气) is a kind of feeling. Many things can make you angry. When your teacher gives you too much homework, when your team loses an important game, when your friend b __86__ your favourite thing and then breaks it, you may get really angry.Usually, your body will tell you when you are angry. For example, you breathe much f__87__, your face turns red and you may want to break something or hit someone, but sometimes, you hide your anger. For example, you may hide it in your h__88___ . The problem is that if you do this, you may get a headache or your stomach may hurt.In fact, it's not good to hide your anger, and it's normal for you to get angry sometimes. But anger must be let out in the right way, without hurting o_ 89 _or yourself. Let me give you some advice.When you get angry, you can talk about it with other people. It's helpful to talk about your anger with other people, such asp___90____, teachers, good friends etc. When you talk about anger, those b___91___feelings can start to go away. On the other hand, when you start to feel angry, you can do some other things: count from 1 to 100; go for a bike ride; think about good things, etc.Don't let your anger c 92 you. Remember that how you act when you are angercan make everything better or worse.D. Answer the questions Your Nose is Busy and ImportantYour nose has many important jobs, and is always busy.Smelling Smelling helps you gather information about the world around you. A goodscent (气体),like flowers, brings you pleasure. A bad scent, like smoke or sour milk, warnsyou of danger. Most things around you release scent particles (微粒) into the air. These invisible chemicals enter the nose when you breathe. Nerves in the nose send information to the brain to identify a smell. You are able to recognize thousands of smells.Breathing Most of the air you breathe enters through your nose. The nose uses hair and mucus (粘液) to clean dust and germs (细菌) out of the air. The air that enters your nose contains oxygen. Your body uses oxygen to unlock the energy in the food you eat. Even when you sleep, your body needs energy to keep your heart beating and your brain working.Tasting Your nose helps you enjoy food. Flavor is a mixture of taste and smell. The smell of the food helps you identify what you are eating. The sense of smell contributes more to (贡献) food flavor than the sense of taste .When you are sick and have a stuffy nose, your food doesn’t taste as good because without smell, food loses most of its flavor.Smell memory Smells can bring back memories. Your brain uses a process to create a picture in your mind from the odors(气味)you smell. Smells can affect your feelings because the part of the brain that helps you identify smells is close to the area that affects your emotions, mood and memory. More smell memories are collected as you get older.Your nose has many important jobs, and is more than just a smeller!93. How many important jobs does a nose do according to the passage? What are they?94. Smelling helps you recognize thousands of smells, doesn't it?95. What does the nose use to clean dust and germs out of air?96. What happens to your food if you are sick and have a stuffy nose?97. How do smells bring back memories?98. What do you think of your nose? Why do you think so?31. C) the 32. D) without 33. A) information 34. D) another 35. C) the less expensive36. A) hardly 37. B) needn't 38. B) are playing 39. D) hurried to; had been on40. D) mustn't be wasted 41. - D) to watch, to see 42. C) taking 43. D) develop44. C) get on well with 45. B) so as not to 46. C) was invited 47. A) How48. B) What great fun 49. - D) Have a good time! 50. B) Sure, go ahead 51 .E , 52.F ,53,G,54.A., 55 .H , 56 . D, 57..I. 58 . C 59. twenty-nine; 60. mine; 61. lives; 62. thankful; 63. kindness; 64. winners; 65. organize; 66. widely 67. doesn’t have;68. do they; 69. How often;70. take place; 71. his sixties; 72. are planted; 73. if/whether was. 74. A) soccer team75. B) can take a city tour 76. C) city tour buses 77. D) the Tower Bridge78. A) Tourists will enjoy delicious food and have a good time in the Gate.79. D) encourage people to visit Newcastle 80. C) easily81. B) gave up82. C) pushing83. B) relaxation84. A) tired85.C) depends on86.borrows; 87.faster; 88.head;89.others; 90.parents; 91.bad; 92.control93. Four. They are smelling, breathing, tasting and smell memory.94. Yes, it does. 95. Hair and mucus. 96. I t won’t taste as good.97. By using a process to create a picture in your mind from the odors you smell.98. It is very useful. Because it has many important jobs. Any reasonable answer is ok.。
2023年考研英语二真题答案之阅读理解Text 4部分
2023年考研英语二真题答案之阅读理解Text 4部分Part ADirections:Read the following four texts.Answer the questions after each text by choosing A,B, C or D. Mark your answers on the ANSWER SHEET. (40 points) Text 4Teenagers are paradoxical. That' s a mild and detached way of saying something that parents often express with considerably stronger language. But the paradox is scientific as well as personal. In adolescence, helpless and dependent children who have relied on grown-ups for just about everything become independent people who can take care of themselves and help each other. At the same time, once cheerful and compliant children become rebellious teenage risk-takers.A new study published in the journal Child Development by Eveline Crone of the University of London and colleagues, suggests that the positive and negative sides of teenagers go hand in hand. The study is part of a new wave of thinking about adolescence. For a long time, scientists and policy makers concentrated on the idea that teenagers were a problem needed to be solved. The new work emphasizes that adolescence is a time of opportunity as well as risk.The researchers studied "prosocial" and rebellious traits in more than 200 child and young adults, ranging from 11 to 28 years old. The participants filled out questions about how often they did things that were altruistic and positive, like sacrificing their own interests to help a friend or rebellious and negative, like getting drunk or staying out late.Other studies have shown that rebellious behavior increased as you become a teenager and then fades away as you grow older. But the new study shows that, interestingly, the same pattern holds for prosocial behavior. Teenagers were more likely than younger children or adults to report that they did things like selfishly help a friend.Most significantly ,there was a positive correlation between prosociality and rebelliousness. The teenagers who were more rebellious were also more likely to help others. The good and bad sides of adolescence seem to develop together.Is there some common factor that underlies these apparently contradictory developments? One idea is that teenager behavior is related to what researchers call" reward sensitivity ."Decision-making always involves balancing rewards and risks, benefits and costs " Reward sensitivity" 'measures how much reward it takes to outweigh risk.Teenagers are particularly sensitive to social rewards -winning the game,impressing a new friend, getting that boy to notice you. Reward sensitivity, like prosocial behavior and risk-taking, seems to go up in adolescence and then down again as we age. Somehow, when you hit 30, the chance that something exciting and new will happen at that party just doesn' t seem to outweigh the effort of getting up off the conch.36.According to Paragraph 1, children growing into adolescence tend to____.A. develop opposite personality traitsB. see the world in an unreasonable wayC. have fond memories of their pastD. show affection for their parents【答案】：A37. It can be learned from paragraph 2 that Crone's study_▁.__A. explores teenagers' social responsibilitiesB. examines teenagers' emotional problemsC. provides a new insight into adolescenceD. highlights negative adolescence behavior【答案】：C38. What does Crone's study find about prosocial behavior?A. It results from the wish to cooperate.B. It is cultivated through education.C. It is subject to family influence.D. It tends to peak in adolescence.【答案】：D39. It can be learned from last two paragraph that teenagers__ _.A. overstress their influence on othersB. care a lot about social recognitionC. become anxious about their futureD. endeavor to live a joyful life【答案】：B40. What is the text mainly about?A. Why teenagers are self-contradictoryB. Why teenagers are risk-sensitiveC. How teenagers become independentD. How teenagers develop prosociality【答案】：A。
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（一）《观潮》节选午后一点左右，从远处传来隆隆的响声，好像闷(mēn mèn)雷滚动。
顿时人声鼎沸(fèi fù)，有人告诉我们，潮来了！我们踮着脚往东望去，江面还是风平浪静，看不出有什么变化。
过了一会儿，响声越来越大，只见东边水天相接的地方出现了一条白线，人群又(欢腾沸腾)起来。
那条白线很快向我们移来，逐渐拉长，变粗，横贯江面。
再近些，只见白浪翻滚，形成一堵两长多高的水墙。
浪潮越来越近，犹如千万匹白色战马齐头并进，浩浩荡荡地（飞奔奔跑）而来；那声音如同山崩地裂，好像大地都被震得颤动起来。
1、我会在文段括号内用“√”选出正确的读音和合适的词语。
2、用“——”画出文中的一句比喻句。
3、从文段中的“”、“”两个词可以看出观潮人群的热情之高。
4、短文中第二短话是按照从远到近的顺序写的。
文中最能体现这一顺序的词语有。
5、如果你有机会亲眼目睹雄奇的钱塘江大潮，你会说（想）什么？请写下来。
（二）一年一度赏桃花，是近来京城人们在改革开放大潮中形成的新风，是人们生活中的一大盛事。
赏花的最好去处是西郊桃花园。
桃花园里的桃花三千余株，成片成行，形成了桃花径、桃花坡。
品种更是数不胜数，花形有单瓣的，有重瓣的。
花色有红的、白的，还有粉红的。
红的耀眼，灼灼欲烧；白的夺目，莹莹似雪。
深深浅浅，难以描绘。
桃花园里除了桃花，还有盛开的榆叶梅、海棠花、丁香花。
它们伴着桃花一起汇成了七彩的世界。
每到桃花盛开之际，桃花园里都要举行桃花盛会。
前来观花的人们或一家同行，或邀三五亲朋、扶老携幼、兴致勃勃、络绎不绝。
姑娘们穿行在花树间，犹如仙女一般；快活的孩子们，小鹿般奔跑跳跃；一些老人，眯着眼，闻着花香，领略着生活中从未有过的甜美……改革开放以来，人们的生活水平日益提高。
充满生活情趣的人们，走在桃花中，笑在桃花中，唱在桃花中，醉在桃花中。
1、给短文加上一个合适的题目，写在文前的横线上。
2、短文是从、、这几个方面去描写桃花的。
人们将当成生活中的一件盛事。
3、文中的四字词很多，我来摘录几个：、我还能从文中找出下列词语的近义词。
不可计数（）连续不断（）4、读书重在积累。
短文中有许多描写桃花的精彩语句，请你选择一两句摘录下来。
5、认真阅读文中画横线的句子，请用“△”标出句子中描写动作的词。
从这些词中，可以体会到观花的人。
(三)小蝴蝶花小蝴蝶花生长在草丛里，从紫色的花瓣里不时地飘散出一丝淡淡的清香，逗引着蝴蝶从远处飞来。
它多么高兴啊！它看看一左一右，不过是些平凡的小草，有的不开花，有的开出一朵半朵的小花，也很不惹眼，更没有什么清香。
小蝴蝶花骄傲了。
它说：“看来，我是百花中最了不起的花了，可惜被埋没在这里了，和些平凡的小草小花为伍，几时有出头之日啊！”( )不久，小蝴蝶花就被花匠发现，被移植到一个万紫千红的花园里。
它初到这里很有些头晕目眩。
它看看白玉栏杆里的牡丹，开得那么富丽堂皇；那正在怒放的碧桃，开得比朝霞还要鲜艳。
数不尽的名花奇葩在争艳斗芳，说不清的花香在空气中迂回流荡。
小蝴蝶花一下子变得气馁了。
它说：“看来，我是百花中最寒伧的花了，什么人也不会理睬我了！”( )小蝴蝶花正在惭愧的时候，想不到一批孩子在观看了牡丹、碧桃之后，又来访问它了。
有一个孩子嚷道：“看来哪，这是什么花呀？”“它叫小蝴蝶花。
”另一个孩子答。
“多么好的小蝴蝶花呀”！孩子们都蹲在小蝴蝶花的跟前……小蝴蝶花的心情平静了。
它这才知道,过去自己骄傲、自大固然不对，现在气馁、自卑也是没有道理的。
（）1、文中画线的三个句子表现了小蝴蝶花的不同心情变化，你认为该用什么语气来读才能更好地表现小蝴蝶的心情呢？请从下面的答案中选择，并把序号填在句后的括号里。
①自卑②平静③骄傲2、文中有许多描写花的词语，请你摘抄下来。
3、从文中找出或自己在括号里填上合适的词语。
（）的清香（）的花园（）的心情4、文中“几时有出头之日呀！”是表示（）A、可惜被埋没在这里。
B、我是百花中最美丽的花。
C、什么时候才能显示炫耀自己的美丽。
5、小蝴蝶花看见平凡的小草，觉得自己，因此它骄傲了；看见花园里百花争芳斗艳，又觉得自己，因此它很；最后小蝴蝶花明白了。
（四）《蟋蟀的住宅》节选在朝着阳光的堤岸上，青草丛中隐藏着一条倾斜的隧道，即使有骤雨，这里也立刻就会干的。
隧道顺着地势弯弯曲曲，最多不过九寸深，一指宽，这便是蟋蟀的住宅。
出口的地方总有一丛草半掩着，就像一座门。
蟋蟀出来吃周围的嫩草，决不去碰这一丛草。
那微斜的门口，经过仔细耙扫，收拾得很（平整平坦）。
这就是蟋蟀的平台。
当四周很（安静平静）的时候，蟋蟀就在这平台上弹琴。
1、用“√”选出文中括号里使用恰当的词语。
2、蟋蟀住宅的出口总有一丛草，是因为（）A、那丛草好看。
B、那丛草是用来遮阳的。
C、那丛草是用来隐蔽洞口的3、从画横线的这句话中，我们知道了蟋蟀的住宅有（）、（）、（）的特点。
4、用“～～～～”画出把蟋蟀当作人来写的句子。
5、这段话主要写。
（五）胆量和力量山林里面，狮子是凶蛮（mán）的王。
一切兽类都是它的食品，由它拣中意的吃。
一天，几种野兽在柏树底下商量，怎样避免被狮子吃掉。
有的主张练习爬树，等它来时逃上树去。
有的主张练习快跑，比它跑得快，就不会被它捉住了。
野羊说：“依我的意思，我们第一要听惯狮子叫。
如果不听惯，等它叫一声，我们就发抖了。
还能爬树、跑路吗？”野马说：“听狮子叫——多么惊心的事呀！”野羊说：“胆量是越练越大的。
我们躲藏得秘密一点，听听它的叫，其实也没有什么的。
”别的野兽都说：“我们且试试吧。
”它们就在狮子出入的路旁边，秘密地躲藏起来，差不多气也不敢透，专等听那惊心的狮子叫。
几种野兽听到了狮子叫，起初是发抖的，后来听惯了，也就泰然，像听到风声、泉声一样。
他们又聚会了。
野马说：“我不免要笑从前的自己。
现在听听，狮子的声音不过大一点，有什么可怕呢？”鹿说：“不要多说闲话，我们第二步该练习什么呢？”野羊说：“我们听惯了狮子叫，胆量也就不小了。
狮子若来欺侮我们，我们可以合起来抵抗它。
我有角和蹄，是有用的家伙。
你们有的同我一样，有的有锐利的牙和爪。
怕它什么！”这当儿，树背后突然跳出一只狮子，张开的嘴里流出口涎（xián）来。
山猫第一个纵身向前，咬住狮子的项颈，让自己的身子挂着。
鹿和野羊、野牛用角刺它的胸腹（fù），又用蹄（tí）踢它的腿。
猴子从它的背脊上爬到头上，用前爪挖它的眼睛。
狮子跌倒了，满身流着血。
几种野兽这才相信自己的胆量的确不小了。
它们更相信自己的力量也的确不小了。
1．给加点字选择正确的读音，打“√”。
中．（zhòng zhōng）意的．（dí dì）确差．（chā chà）不多2、“透”用部首查字法应查（）部，除部首外（）画，在字典中的意思有：①穿透，通过；②极限；③达到饱满的、充分的程度。
文中“气也不敢透”的“透”应选第（）种意思。
3、用○圈出文中画横线句子中的动词。
4、小动物们为了避免被狮子吃掉，一起躲在柏树下商量，它们决定先（），然后又（），最终打败了狮子。
它们从中明白自己的（）和（）的确不小。
5、是什么使小动物们最终战胜了凶蛮的狮子。
（）A、努力锻炼自己的体魄B、合理的计划，大胆的尝试，齐心协力共同对敌C、多亏山猫第一个纵身向前，咬住了狮子的项颈（六）《猫》节选猫的性格实在有些古怪。
说它老实吧，它的确有时候很乖。
它会找个暖和的地方，成天睡大觉，无忧无虑，什么事也不过问。
可是，它决定要出去玩玩，就会出走一天一夜，任凭谁怎么呼唤，它也不肯回来。
说它贪玩吧，的确是呀，要不怎么会一天一夜不回家呢？可是，它听到老鼠的一点响动，又多么尽职。
它屏息凝视，一连就是几个钟头，非把老鼠等出来不可！1、“贪玩”的“贪”用部首查字法，查部首（），再查（）画。
“贪玩”的“贪”应取第（）种解释。
（①爱财；②对某种事物的欲望老不满足，求多；③片面追求）2、用“～～～”画出本段的中心句。
3、用“——”画出一个描写猫注意力非常集中的词语。
4、猫的性格有些古怪，既（）又（），既（）又（）。
从什么地方可以看出猫十分尽职？摘抄有关句子。
5.依照文中的句子，用“非……不可……”写一句话。
6.读好下面这句话应抓住哪些词？请用“△”标出来。
猫的性格实在有些古怪。
（七）风①星期天，我到漓江边著名风景点象鼻山玩。
漓江的春天真美，富有生机而又不失诗意，早已不见了冬日的萧（xiāo）条。
暖暖的春阳照着，和煦（xù）的春风吹着，两岸的树把江水都染绿了。
秀丽的景色令我心旷神怡，流连忘返。
②“小同学，照相吗？柯达彩卷包拍包洗，包您满意。
”绕口令似的几句话把我的兴致打破了，我气恼地瞪了他一眼，一个穿夹克的小伙子二十多岁，打扮得还挺时髦的，脖子上吊着一个照相机，满脸堆笑。
我没好气地答一句：“不照！”便走开了。
我索然无味地走在沙滩上，冷冷地想：现在的风气就是这样，只要能赚钱，什么都肯干！冰冷的江风使劲地吹着，把我的心都吹冷了。
③这时，一辆旅游车驶进了滨江道，一群群游客涌下了江滩。
□同志□留个影吧□小伙子立刻迎上去□向一位穿风衣的中年人兜（dōu）生意□你瞧□这里的风景多好□到底是外地人容易上当，中年人很快就被说动了心，随着他来到摊点上付了钱，一连拍了几张，接着便追赶他的同伴去了，他望着中年人的背影，满足地笑了，[忽然当然依然]高兴喽，又赚了一笔不小的钱嘛！我心想。
④小伙子得意地吹着口哨向摊点走着。
[忽然当然依然]，他“咦”了一声。
我循声一看，桌上多一只鼓鼓囊（nāng）囊的皮夹，“一定是那个中年游客掉下来的，看他怎么办！”我冷眼望着他，“肯定会藏起来吞了，反正拣的又不是偷的。
”接着，他拉开了皮夹，里面是一叠厚厚的人民币！愣了一下，还没等我回过神来，他已向着正朝山脚的那群游客飞奔而去，边跑边喊：“同志，等一等……”小伙子跑到中年人面前把皮夹塞到他手里，又转身往回跑。
⑤一会儿，他回来了，又开始向游客招呼着，脸上[忽然当然依然]挂着微笑。
我突然觉得自己有些可笑，不是吗？春风已经吹进了桂林城，吹进了人们的心窝里，何必还念念不忘冬天的寒流呢？1、从文中的括号里选择合适的词语，用“√”标出来。
2.第③自然段有个句子却少了标点，请把正确的标点填在“□”里。
3.在文中用“～～～～”画出一处描写小伙子外貌的句子；用“——”画出一处描写小伙子语言的句子。
从中你感受到这是一个怎样的小伙子？4.文章第②自然段中说“冰冷的江风把我的心都吹冷了”原因是（）A、小伙子绕口令似的话把我的兴致打破了。
B、虽然已经是春天了，但江风还是挺冷的。
C、现在的风气就是这样，只要能赚钱，什么都肯干！第⑤自然段却说“春风已经吹进了桂林城，吹进了人们的心窝”，这“春风”（）A、和第①自然段“和煦的春风吹着”这句话中的“春风”意思一样。