TEST2答案
剑桥雅思阅读9原文翻译及答案（test2）
剑桥雅思阅读9原文翻译及答案(test2)为了帮助大家备考雅思口语，店铺为大家整理收集了剑桥雅思阅读9真题：test2阅读原文翻译及答案解析，希望对各位考生的备考有所帮助,祝每位烤鸭考试顺利，都能取得好成绩!剑桥雅思阅读9原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.A. Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.B. A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehendingand processing verbal communication with other children and instructions from the teacher.C. Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.D. While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).E. Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often findsounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.F. The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.G. Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.H. The New Zealand Government has developed a NewZealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to service. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.I. A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.Questions 1-6Reading Passage 1 has nine sections, A-I.Which section contains the following information?Write the correct letter, A-I, in boxes 1-6 on your answer sheet.1 an account of a national policy initiative2 a description of a global team effort3 a hypothesis as to one reason behind the growth inclassroom noise4 a demand for suitable worldwide regulations5 a list of medical conditions which place some children more at risk from noise than others6 the estimated proportion of children in New Zealand with auditory problemsQuestions 7-10Answer the questions below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 7-10 on your answer sheet.7 For what period of time has hearing loss in schoolchildren been studied in New Zealand?8 In addition to machinery noise, what other type of noise can upset children with autism?9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?Questions 11 and 12Choose TWO letters, A-F.Write the correct letters in boxes 11 and 12 on your answer sheet.The list below includes factors contributing to classroom noise.Which TWO are mentioned by the writer of the passage?A current teaching methodsB echoing corridorsC cooling systemsD large class sizesE loud-voiced teachersF playground gamesQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in box 13 on your answer sheet.What is the writer’s overall purpose in writing this article?A to compare different methods of dealing with auditory problemsB to provide solutions for overly noisy learning environmentsC to increase awareness of the situation of children with auditory problemsD to promote New Zealand as a model for other countries to followREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Venus in transitJune 2004 saw the first passage, known as a ‘transit’, of the planet Venus across the face of the Sun in 122 years. Transits have helped shape our view of the whole Universe, as Heather Cooper and Nigel Henbest explainA. On 8 June 2004, more than half the population of the world were treated to a rare astronomical event. For over six hours, the planet Venus steadily inched its way over the surface of the Sun. This ‘transit’ of Venus was the first since 6 December 1882. On that occasion, the American astronomer Professor Simon Newcomb led a party to South Africa to observe the event. They were based a t girls’ school, where — it is alleged — the combined forces of three schoolmistresses outperformed the professionals with the accuracy of their observations.B. For centuries, transits of Venus have drawn explorers and astronomers alike to the four corners of the globe. And you can put it all down to the extraordinary polymath Edmond Halley. In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St Helena in the South Pacific. He realized that, from different latitudes, the passage of the planet across the Sun’s disc would appear to differ. By timing the transit from two widely-separated locations, teams of astronomers could calculate the parallax angle — the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allow astronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun. This distance is known as the ‘astronomical unit’ or AU.C. Halley was aware that the AU was one of the most fundamental of all astronomical measurements. Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sun governed their orbital speeds, which were easily measurable. But no-one had found a way to calculate accurate distances to the planets from the Earth. The goal was to measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale of the Solar System would fall into place. However, Halley realized that Mercury was so far away that its parallax angle would be very difficult to determine. As Venus was closer to the Earth, its parallax angle would be larger, and Halley worked out that by using Venus it would be possible to measure the Sun’s di stance to 1 part in 500. But there was a problem: transits of Venus, unlike those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so years. Nevertheless, he accurately predicted that Venus wouldcross the face of the Sun in both 1761 and 1769 — though he didn’t survive to see either.D. Inspired by Halley’s suggestion of a way to pin down the scale of the Solar System, teams of British and French astronomers set out on expeditions to places as diverse as India and Siberia. But things weren’t helped by Britain and France being at war. The person who deserves most sympathy is the French astronomer Guillaume Le Gentil. He was thwarted by the fact that the British were besieging his observation site at Pondicherry in India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit —but the ship’s pitching and rolling ruled out any attempt at making accurate observations. Undaunted, he remained south of the equator, keeping himself busy by studying the islands of Maurtius and Madagascar before setting off to observe the next transit in the Philippines. Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispirting experience.E. While the early transit timings were as precise as instruments would allow, the measurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular — which makes it difficult to establish timings. This is due to diffraction of light. The second problem is that Venus exhibits a halo of light when it is seen just outside the sun’s disc. While this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.F. But astronomers laboured hard to analyse the results of these expeditions to observe Venus transits. Johann Franz Encke,Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today’s value of 149,597,870 km, determined by radar, which has now superseded transits and all other methods in accuracy. The AU is a cosmic measuring rod, and the basis of how we scale the Universe today. The parallax principle can be extended to measure the distances to the stars. If we look at a star in January —when Earth is at one point in its orbit — it will seem to be in a different position from where it appears six months late. Knowing the width of Earth’s orbit, the parallax shift lets astronomers calculate the distance.G. June 2004’s transit of Venus was thus more of an astronomical spectacle than a scientifically important event. But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos — detecting Earth-sized planets orbiting other stars.Questions 14-17Reading Passage 2 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter, A-G, in boxes 14-17 on your answer sheet.14 examples of different ways in which the parallax principle has been applied15 a description of an event which prevented a transit observation16 a statement about potential future discoveries leading on from transit observations17 a description of physical states connected with Venus which early astronomical instruments failed to overcomeQuestions 18-21Look at the following statements (Questions 18-21) and the list of people below.Match each statement with the correct person, A, B, C or D.Write the correct letter, A, B, C or D, in boxes 18-21 on your answer sheet.18 He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.19 He understood that the distance of the Sun from the Earth could be worked out by comparing obsevations of a transit.20 He realized that the time taken by a planet to go round the Sun depends on its distance from the Sun.21 He witnessed a Venus transit but was unable to make any calculations.List of PeopleA Edmond HalleyB Johannes KeplerC Guillaume Le GentilD Johann Franz EnckeQuestion 22-26Do the following statements agree with the information given in Reading Passage 2?In boxes 22-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this22 Halley observed one transit of the planet Venus.23 Le Gentil managed to observe a second Venus transit.24 The shape of Venus appears distorted when it starts to pass in front of the Sun.25 Early astronomers suspected that the atmosphere on Venus was toxic.26 The parallax principle allows astronomers to work out how far away distant stars are from the Earth.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.A neuroscientist revealshow to think differentlyIn the last decade a revolution has occurred in the way that scientists think about the brain. We now know that the decisions humans make can be traced to the firing patterns of neurons in specific part of the brain. These discoveries have led to the field know as neuroeconomics, which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. A brain that can do this is an iconoclastic one. Briefly, an iconoclast is a person who does something that others say can’t be done.This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence. Each of these three functions utilizes a different circuit in the brain. Naysayers might suggest that the brain is irrelevant, that thinking in an original, even revolutionary, way is more a matter of personality than brain function. But the field of neuroeconomics was born out of the realization that the physical workings of the brain place limitations on the way we make decisions. By understanding these constraints, we begin to understand why some people march to a different drumbeat.The first thing to realize is that the brain suffers from limitedresources. It has a fixed energy budget, about the same as a 40 watt light bulb, so it has evolved to work as efficiently as possible. This is where most people are impeded from being an iconoclast. For example, when confronted with information streaming from the eyes, the brain will interpret this information in the quickest way possible. Thus it will draw on both past experience and any other source of information, such as what other people say, to make sense of what it is seeing. This happens all the time. The brain takes shortcuts that work so well we are hardly ever aware of them. We think our perceptions of the world are real, but they are only biological and electrical rumblings. Perception is not simply a product of what your eyes or ears transmit to your brain. More than the physical reality of photons or sound waves, perception is product of the brain.Perception is central to iconoclasm. Iconoclasts see things differently to other people. Their brains do not fall into efficiency pitfalls as much as the a verage person’s brain. Iconoclasts, either because they were born that way or through learning, have found ways to work around the perceptual shortcuts that plague most people. Perception is not something that is hardwired into the brain. It is a learned process, which is both a curse and an opportunity for change. The brain faces the fundamental problem of interpreting physical stimuli from the senses. Everything the brain sees, hears, or touches has multiple interpretations. The one that is ultimately chosen is simply the brain’s best theory. In technical terms, these conjectures have their basis in the statistical likelihood of one interpretation over another and are heavily influenced by past experience and, importantly for potential iconoclasts, what other people say.The best way to see things differently to other people is tobombard the brain with things it has never encountered before. Novelty releases the perceptual process from the chains of past experience and forces the brain to make new judgments. Successful iconoclasts have an extraordinary willingness to be exposed to what is fresh and different. Observation of iconoclasts shows that they embrace novelty while mot people avoid things that are different.The problem with novelty, however, is that it tends to trigger the brain’s fear system. Fear is a major impediment to thinking like an iconoclast and stops the average person in his tracks. There are many types of fear, but the two that inhibit iconoclastic thinking and people generally find difficult to deal with are fear of uncertainty and fear of public ridicule. These may seem like trivial phobias. But fear of public speaking, which everyone must do from time to time, afflicts one-thirds of the population. This makes it too common to be considered a mental disorder. It is simply a common variant of human nature, one which iconoclasts do not let inhibit their reactions.Finally, to be successful iconoclasts, individuals must sell their ideas to other people. This is where social intelligence comes in. Social intelligence is the ability to understand and manage people in a business setting. In the last decade there has been an explosion of knowledge about the social brain and how the brain works when groups coordinate decision making. Neuroscience has revealed which brain circuits are responsible for functions like understanding what other people think, empathy, fairness, and social identity. These brain regions play key roles in whether people convince others of their ideas. Perception is important in social cognition too. The perception of someone’s enthusiasm, or reputation, can make or break a deal.Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.Iconoclasts create new opportunities in every area from artistic expression to technology to business. They supply creativity and innovation not easily accomplished by committees. Rules aren’t important to them. Iconoclasts face alienation and failure, but can also be a major asset to any organization. It is crucial for success in any field to understand how the iconoclastic mind works.Questions 27-31Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-31 on your answer sheet.27 Neuroeconomics is a field of study which seeks toA cause a change in how scientists understand brain chemistry.B understand how good decisions are made in the brain.C understand how the brain is linked to achievement in competitive fields.D trace the specific firing patterns of neurons in different areas of the brain.28 According to the writer, iconoclasts are distinctive becauseA they create unusual brain circuits.B their brains function differently.C their personalities are distinctive.D they make decisions easily.29 According to the writer, the brain works efficiently becauseA it uses the eyes quickly.B it interprets data logically.C it generates its own energy.D it relies on previous events.30 The writer says that perception isA a combination of photons and sound waves.B a reliable product of what your senses transmit.C a result of brain processes.D a process we are usually conscious of.31 According to the writer, an iconoclastic thinkerA centralizes perceptual thinking in one part of the brain.B avoids cognitive traps.C has a brain that is hardwired for learning.D has more opportunities than the average person.Questions 32-37Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 32-37 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this32 Exposure to different events forces the brain to think differently.33 Iconoclasts are unusually receptive to new experiences.34 Most people are too shy to try different things.35 If you think in an iconoclastic way, you can easily overcome fear.36 When concern about embarrassment matters less, other fears become irrelevant.37 Fear of public speaking is a psychological illness.Questions 38-40Complete each sentence with the correct ending, A-E, below.Write the correct letter, A-E, in boxes 38-40 on your answer sheet.38 Thinking like a successful iconoclast is demanding because it39 The concept of the social brain is useful to iconoclasts because it40 Iconoclasts are generally an asset because their way of thinkingA requires both perceptual and social intelligence skills.B focuses on how groups decide on an action.C works in many fields, both artistic and scientific.D leaves one open to criticism and rejection.E involves understanding how organizations manage people.剑桥雅思阅读9原文参考译文(test2)PASSAGE 1 参考译文：帮助新西兰听觉障碍儿童A儿童的听觉障碍或其他听觉功能的缺陷会对他们的言语与交流能力的发展产生重大的影响，导致他们在学校的学习能力也受到不利影响。
剑桥雅思阅读5test2翻译及答案
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剑桥雅思阅读5原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.BAKELITEThe birth of modern plasticsIn 1907, Leo Hendrick Baekeland, a Belgian scientist working in New York, discovered and patented a revolutionary new synthetic material. His invention, which he named ‘Bakelite,’was of enormous technological importance, and effectively launched the modern plastics industry.The term ‘plastic’ comes from the Greek plassein, meaning ‘to mould’. Some plastics are derived from natural sources, some are semi-synthetic (the result of chemical action on a natural substance), and some are entirely synthetic, that is, chemically engineered from the constituents of coal or oil. Some are ‘thermoplastic’, which means that, like candlewax, they melt when heated and can then be reshaped. Others are ‘thermosetting’: like eggs, they cannot revert to their original viscous state, and their shape is thus fixed for ever. Bakelite had the distinction of being the first totally synthetic thermosetting plastic.The history of today’s plastics begins wit h the discovery of a series of semi-synthetic thermoplastic materials in the mid-nineteenth century. The impetus behind the development ofthese early plastics was generated by a number of factors —immense technological progress in the domain of chemistry, coupled with wider cultural changes, and the pragmatic need to find acceptable substitutes for dwindling supplies of ‘luxury’ materials such as tortoiseshell and ivory.Baekeland’s interest in plastics began in 1885 when, as a young chemistry student in Belgium, he embarked on research into phenolic resins, the group of sticky substances produced when phenol (carbolic acid) combines with an aldehyde (a volatile fluid similar to alcohol). He soon abandoned the subject, however, only returning to it some years later. By 1905 he was a wealthy New Yorker, having recently made his fortune with the invention of a new photographic paper. While Baekeland had been busily amassing dollars, some advances had been made in the development of plastics. The years 1899 and 1900 had seen the patenting of the first semi-synthetic thermosetting material that could be manufactured on an industrial scale. In purely scientific terms, Baekeland’s major contribution to the field is not so much the actual discovery of the material to which he gave his name, but rather the method by which a reaction between phenol and formaldehyde could be controlled, thus making possible its preparation on a commercial basis. On 13 July 1907, Baekeland took out his famous patent describing this preparation, the essential features of which are still in use today.The original patent outlined a three-stage process, in which phenol and formaldehyde (from wood or coal) were initially combined under vacuum inside a large egg-shaped kettle. The result was a resin known as Novalak which became soluble and malleable when heated. The resin was allowed to cool in shallow trays until it hardened, and then broken up and ground intopowder. Other substances were then introduced: including fillers, such as woodflour, asbestos or cotton, which increase strength and moisture resistance, catalysts (substances to speed up the reaction between two chemicals without joining to either) and hexa, a compound of ammonia and formaldehyde which supplied the additional formaldehyde necessary to form a thermosetting resin. This resin was then left to cool and harden, and ground up a second time. The resulting granular powder was raw Bakelite, ready to be made into a vast range of manufactured objects. In the last stage, the heated Bakelite was poured into a hollow mould of the required shape and subjected to extreme heat and pressure, thereby ‘setting’ its form for life.The design of Bakelite objects, everything from earrings to television sets, was governed to a large extent by the technical requirements of the molding process. The object could not be designed so that it was locked into the mould and therefore difficult to extract. A common general rule was that objects should taper towards the deepest part of the mould, and if necessary the product was molded in separate pieces. Moulds had to be carefully designed so that the molten Bakelite would flow evenly and completely into the mould. Sharp corners proved impractical and were thus avoided, giving rise to the smooth, ‘streamlined’ style popular in the 1930s. The thickness of the walls of the mould was also crucial: thick walls took longer to cool and harden, a factor which had to be considered by the designer in order to make the most efficient use of machines.Baekeland’s inve ntion, although treated with disdain in its early years, went on to enjoy an unparalleled popularity which lasted throughout the first half of the twentieth century. It became the wonder product of the new world of industrialsexpansion —‘the material of a thousand uses’. Being both non-porous and heat-resistant, Bakelite kitchen goods were promoted as being germ-free and sterilisable. Electrical manufacturers seized on its insulating properties, and consumers everywhere relished its dazzling array of shades, delighted that they were now, at last, no longer restricted to the wood tones and drab browns of the preplastic era. It then fell from favour again during the 1950s, and was despised and destroyed in vast quantities. Recently, however, it has been experiencing something of a renaissance, with renewed demand for original Bakelite objects in the collectors’ marketplace, and museums, societies and dedicated individuals once again appreciating the style and originality of this innovative material.Questions 1-3Complete the summary.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 1-3 on your answer sheet.Some plastics behave in a similar way to 1……… in that they melt under heat and can be moulded into new forms. Bakelite was unique because it was the first material to be both entirely 2……… in origin, and thermosetting.There were several reasons for the research into plastics in the nineteenth century, among them the great advances that had been made in the field of 3…………a nd the search for alternatives to natural resources like ivory.Questions 4-8Complete the flow-chart.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 4-8 on your answer sheet.The Production of Bakelite图片6Questions 9 and 10Choose TWO letters A-E.Write your answers in boxes 9 and 10 on your answer sheet.NB Your answers may be given in either order.Which TWO of the following factors influencing the design of Bakelite objects are mentioned in the text?A the function which the object would serveB the ease with which the resin could fill the mouldC the facility with which the object could be removed from the mouldD the limitations of the materials used to manufacture the mouldE the fashionable styles of the periodQuestions 11-13Do the following statements agree with the information given in Reading Passage 1?In boxes 11-13 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this11 Modern-day plastic preparation is based on the same principles as that patented in 1907.12 Bakelite was immediately welcomed as a practical and versatile material.13 Bakelite was only available in a limited range of colours.READING PASSAGE 2You should spend about 20 minutes on Questions 14-27, which are based on Reading Passage 2 below.What’s so funny?John McCrone reviews recent research on humorThe joke comes over the headphones: ‘Which side of a dog has the mos t hair? The left.’ No, not funny. Try again. ‘Which side of a dog has the most hair? The outside.’ Hah! The punchline is silly yet fitting, tempting a smile, even a laugh. Laughter has always struck people as deeply mysterious, perhaps pointless. The writer Arthur Koestler dubbed it the luxury reflex: ‘unique in that it serves no apparent biological purpose. ’Theories about humour have an ancient pedigree. Plato expressed the idea that humor is simply a delighted feeling of superiority over others. Kant and Freud felt that joke-telling relies on building up a psychic tension which is safely punctured by the ludicrousness of the punchline. But most modern humor theorists have settled on some version of Aristotle’s belief that jokes are based on a reaction to or resolution of incongruity, when the punchline is either a nonsense or, though appearing silly, has a clever second meaning.Graeme Ritchie, a computational linguist in Edinburgh, studies the linguistic structure of jokes in order to understand not only humor but language understanding and reasoning in machines. He says that while there is no single format for jokes, many revolve around a sudden and surprising conceptual shift. A comedian will present a situation followed by an unexpected interpretation that is also apt.So even if a punchline sounds silly, the listener can see there is a clever semantic fit and that sudden mental ‘Aha!’ is the buzz that makes us laugh. Viewed from this angle, humor is just a form of creative insight, a sudden leap to a new perspective.However, there is another type of laughter, the laughter of social appeasement and it is important to understand this too.Play is a crucial part of development in most young mammals. Rats produce ultrasonic squeaks to prevent their scuffles turning nasty. Chimpanzees have a ‘play-face’ — a gaping expression accompanied by a panting ‘ah ah’ noise. In humans, these signals have mutated into smiles and laughs. Researchers believe social situations, rather than cognitive events such as jokes, trigger these instinctual markers of play or appeasement. People laugh on fairground rides or when tickled to flag a play situation, whether they feel amused or not.Both social and cognitive types of laughter tap into the same expressive machinery in our brains, the emotion and motor circuits that produce smiles and excited vocalisations. However, if cognitive laughter is the product of more general thought processes, it should result from more expansive brain activity.Psychologist Vinod Goel investigated humour using the new technique of ‘single event’ functional magnetic resonance imaging (fMRI). An MRI scanner uses magnetic fields and radio waves to track the changes in oxygenated blood that accompany mental activity. Until recently, MRI scanners needed several minutes of activity and so could not be used to track rapid thought processes such as comprehending a joke. New developments now allow half-second ‘snapshots’ of all sorts of reasoning and problem-solving activities.Although Goel felt being inside a brain scanner was hardly the ideal place for appreciating a joke, he found evidence that understanding a joke involves a widespread mental shift. His scans showed that at the beginning of a joke the listener’s prefrontal cortex lit up, particularly the right prefrontal believed to be critical for problem solving. But there was also activity in the temporal lobes at the side of the head (consistent withattempts to rouse stored knowledge) and in many other brain areas. Then when the punchline arrived, a new area sprang to life — the orbital prefrontal cortex. This patch of brain tucked behind the orbits of the eyes is associated with evaluating information.Making a rapid emotional assessment of the events of the moment is an extremely demanding job for the brain, animal or human. Energy and arousal levels may need to be retuned in the blink of an eye. These abrupt changes will produce either positive or negative feelings. The orbital cortex, the region that becomes active in Goel’s experiment, seems the be st candidate for the site that feeds such feelings into higher-level thought processes, with its close connections to the brain’s sub-cortical arousal apparatus and centres of metabolic control.All warm-blooded animals make constant tiny adjustments in arousal in response to external events, but humans, who have developed a much more complicated internal life as a result of language, respond emotionally not only to their surroundings, but to their own thoughts. Whenever a sought-for answer snaps into place, there is a shudder of pleased recognition. Creative discovery being pleasurable, humans have learned to find ways of milking this natural response. The fact that jokes tap into our general evaluative machinery explains why the line between funny and disgusting, or funny and frightening, can be so fine. Whether a joke gives pleasure or pain depends on a person’s outlook.Humor may be a luxury, but the mechanism behind it is no evolutionary accident. As Peter Derks, a psychologist at William and Mary Colleg e in Virginia, says: ‘I like to think of humour as the distorted mirror of the mind. It’s creative, perceptual, analytical and lingual. If we can figure out how the mindprocesses humor, then we’ll have a pretty good handle on how it works in general.’Questions 14-20Do the following statements agree with the information given in Reading Passage 2?In boxes 14-20 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this14 Arthur Koestler considered laughter biologically important in several ways.15 Plato believed humour to be a sign of above-average intelligence.16 Kant believed that a successful joke involves the controlled release of nervous energy.17 Current thinking on humour has largely ignored Aristotle’s view on the subject.18 Graeme Ritchie’s work links jokes to artificial intelligence.19 Most comedians use personal situations as a source of humour.20 Chimpanzees make particular noises when they are playing.Questions 21-23The diagram below shows the areas of the brain activated by jokes.Label the diagram.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 21-23 on your answer sheet.Questions 24-27Complete each sentence with the correct ending A-G below.Write the correct letter A-G in boxes 24-27 on your answer sheet.24 One of the brain’s most difficult tasks is to25 Because of the language they have developed, humans26 Individual responses to humour27 Peter Derks believes that humourA react to their own thoughts.B helped create language in humans.C respond instantly to whatever is happening.D may provide valuable information about the operation of the brain.E cope with difficult situations.F relate to a person’s subjective views.G led our ancestors to smile and then laugh.READING PASSAGE 3You should spend about 20 minutes on Questions 28-40, which are based on Reading Passage 3 below.The Birth of Scientific EnglishWorld science is dominated today by a small number of languages, including Japanese, German and French, but it is English which is probably the most popular global language of science. This is not just because of the importance of English-speaking countries such as the USA in scientific research; the scientists of many non-English-speaking countries find that they need to write their research papers in English to reach a wide international audience. Given the prominence of scientific English today, it may seem surprising that no one really knew how to write science in English before the 17th century. Before that, Latin was regarded as the lingua franca1 for European intellectuals.The European Renaissance (c. 14th-16th century) is sometimes called the ‘revival of learning’, a time of renewed interest in the ‘lost knowledge’ of classical times. At the same time, however, scholars also began to test and extend this knowledge. The emergent nation states of Europe developed competitive interests in world exploration and the development of trade. Such expansion, which was to take the English language west to America and east to India, was supported by scientific developments such as the discovery of magnetism and hence the invention of the compass improvements in cartography and —perhaps the most important scientific revolution of them all —the new theories of astronomy and the movement of the Earth in relation to the planets and stars, developed by Copernicus (1473-1543).England was one of the first countries where scientists adopted and publicised Copernican ideas with enthusiasm. Some of these scholars, including two with interests in language —John Wallis and John Wilkins — helped found the Royal Society in 1660 in order to promote empirical scientific research.Across Europe similar academies and societies arose, creating new national traditions of science. In the initial stages of the scientific revolution, most publications in the national languages were popular works, encyclopaedias, educational textbooks and translations. Original science was not done in English until the second half of the 17th century. For example, Newton published his mathematical treatise, known as the Principia, in Latin, but published his later work on the properties of light — Opticks — in English.There were several reasons why original science continued to be written in Latin. The first was simply a matter of audience. Latinwas suitable for an international audience of scholars, whereas English reached a socially wider, but more local, audience. Hence, popular science was written in English.A second reason for writing in Latin may, perversely, have been a concern for secrecy. Open publication had dangers in putting into the public domain preliminary ideas which had not yet been fully exploited by their ‘author’. This growing concern about intellectual property rights was a feature of the period — it reflected both the humanist notion of the individual, rational scientist who invents and discovers through private intellectual labour, and the growing connection between original science and commercial exploitation. There was something of a social distinction between ‘scholars and gentlemen’ who understood Latin, and men of trade who lacked a classical education. And in the mid-17th century it was common practice for mathematicians to keep their discoveries and proofs secret, by writing them in cipher, in obscure languages, or in private messages deposited in a sealed box with the Royal Society. Some scientists might have felt more comfortable with Latin precisely because its audience, though international, was socially restricted. Doctors clung the most keenly to Latin as an ‘insider language’.A third reason why the writing of original science in English was delayed may have been to do with the linguistic inadequacy of English in the early modern period. English was not well equipped to deal with scientific argument. First it lacked the necessary technical vocabulary. Second, it lacked the grammatical resources required to represent the world in an objective and impersonal way, and to discuss the relations, such as cause and effect, that might hold between complex and hypothetical entities.Fortunately, several members of the Royal Society possessed an interest in Language and became engaged in various linguistic projects. Although a proposal in 1664 to establish a committee for improving the English language came to little, the society’s members did a great deal to foster the publication of science in English and to encourage the development of a suitable writing style. Many members of the Royal Society also published monographs in English. One of the first was by Robert Hooke, the society’s first curator of experiments, who described his experiments with microscopes in Micrographia (1665). This work is largely narrative in style, based on a transcript of oral demonstrations and lectures.In 1665 a new scientific journal, Philosophical Transactions, was inaugurated. Perhaps the first international English-language scientific journal, it encouraged a new genre of scientific writing, that of short, focused accounts of particular experiments.The 17th century was thus a formative period in the establishment of scientific English. In the following century much of this momentum was lost as German established itself as the leading European language of science. It is estimated that by the end of the 18th century 401 German scientific journals had been established as opposed to 96 in France and 50 in England. However, in the 19th century scientific English again enjoyed substantial lexical growth as the industrial revolution created the need for new technical vocabulary, and new, specialized, professional societies were instituted to promote and publish in the new disciplines.lingua franca: a language which is used for communication between groups of people who speak different languages Questions 28-34Complete the summary.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 28-34 on your answer sheet.In Europe, modern science emerged at the same time as the nation state. At first, the scientific language of choice remained 28…………… . It allowed scientists to communicate with other socially privileged thinkers while protecting their work from unwanted exploitation. Sometimes the desire to protect ideas seems to have been stronger than the desire to communicate them, particularly in the case of mathematicians and 29…………… . In Britain, moreover, scientists worried that English had neither the 30…………… nor the 31………… to e xpress their ideas. This situation only changed after 1660 when scientists associated with the 32………… set about developing English. An early scientific journal fostered a new kind of writing based on short descriptions of specific experiments. Although English was then overtaken by 33……… , it developed again in the 19th century as a direct result of the 34……………….Questions 35-37Do the following statements agree with the information given in Reading Passage 3?In boxes 35-37 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 this35 There was strong competition between scientists in Renaissance Europe.36 The most important scientific development of the Renaissance period was the discovery of magnetism.37 In 17th-century Britain, leading thinkers combined their interest in science with an interest in how to express ideas.Questions 38-40Complete the table.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 38-40 on your answer sheet.Science written in the first half of the 17th centuryLanguage used Latin EnglishType of science Original 38…………Examples 39………… EncyclopaediasTarget audience International scholars 40…………, but socially wider剑桥雅思阅读5原文参考译文(test2)BAKELITE The birth of modern plastics酚醛塑料——现代塑料的诞生In 1907, Leo Hendrick Baekeland, a Belgian scientist working in New York, discovered and patented a revolutionary new synthetic mater ial. His invention, which he named ‘Bakelite,’ was of enormous technological importance, and effectively launched the modern plastics industry.1907年，比利时科学家Leo Hendrick Baekeland在纽约工作时发现了一种全新的合成材料，并申请了专利。
现代邮政英语mooc答案test2
现代邮政英语mooc答案test21、Obviously they didn’t see the significance of the plan. That is（）the problem lies. [单选题] *A. where(正确答案)B. whyC. /D. how2、Her （）for writing was that she wished women to get the right to higher education. [单选题] *A. motivation(正确答案)B. motivateC. effectD. concentration3、Modern plastics can（）very high and very low temperatures. [单选题] *A. stand(正确答案)B. sustainC. carryD. support4、Chinese people spend _____ money on travelling today as they did ten years ago. [单选题] *A. more than twiceB. as twice muchC. twice as much(正确答案)D. twice more than5、______ pocket money did you get when you were a child? （）[单选题] *A. WhatB. HowC. How manyD. How much(正确答案)6、41．My father is a headmaster and he is _____ charge _____ a primary school. [单选题] * A．/, ofB．/, withC．in, of (正确答案)D．in, with7、My father and I often go ______ on weekends so I can ______ very well. （）[单选题] *A. swim; swimmingB. swims; swimC. swimming; swimmingD. swimming; swim(正确答案)8、--Whose _______ are these?? ? ? --I think they are John·s. [单选题] *A. keyB. keyesC. keys(正确答案)D. keies9、--Could you please tell me _______ to get to the nearest supermarket?--Sorry, I am a stranger here. [单选题] *A. whatB. how(正确答案)C. whenD. why10、39．—What do you ________ my new dress?—Very beautiful. [单选题] *A．look atB．think aboutC．think of(正确答案)D．look through11、I had _______ egg and some milk for breakfast this morning. [单选题] *A. aB. an(正确答案)C. theD. /12、Having stayed in the United States for more than ten years, he got an American（）[单选题] *A. speechB. accent(正确答案)C. voiceD. sound13、What he said sounds _______. [单选题] *A. pleasantlyB. nicelyC. friendly(正确答案)D. wonderfully14、We _____ three major snowstorms so far this winter. [单选题] *A.hadB. haveC. have had(正确答案)D.had had15、You cannot see the doctor _____ you have made an appointment with him. [单选题] *A. exceptB.evenC. howeverD.unless(正确答案)16、My brother often does ______ homework first after school.（）[单选题] *A. heB. his(正确答案)C. sheD. her17、The Internet is an important means of（）[单选题] *A. conversationB. communication(正确答案)C. speechD. language18、—What were you doing when the rainstorm came?—I ______ in the library with Jane. （）[单选题] *A. readB. am readingC. will readD. was reading(正确答案)19、It’s raining outside. Take an _______ with you. [单选题] *A. cashB. life ringC. cameraD. umbrella(正确答案)20、--Do you often go to the cinema _______ Sunday?--No, we _______. [单选题] *A. on; don’t(正确答案)B. on; aren’tC. in; doD. in; don’t21、79．On a ________ day you can see the city from here. [单选题] *A．warmB．busyC．shortD．clear(正确答案)22、You have failed two tests. You’d better start working harder, ____ you won’t pass the course. [单选题] *A. andB. soC. butD. or(正确答案)23、I passed the test, I _____ it without your help. [单选题] *A.would not passB. wouldn't have passed(正确答案)C. didn't passD.had not passed24、______ visitors came to take photos of Hongyandong during the holiday. [单选题] *A. ThousandB. Thousand ofC. ThousandsD. Thousands of(正确答案)25、Seldom _____ in such a rude way. [单选题] *A.we have been treatedB. we have treatedC. have we been treated(正确答案)D. have treated26、—______ pencils are these?—They are Tony’s.（）[单选题] *A. WhatB. WhereC WhoD. Whose(正确答案)27、( ) No matter _____ hard it may be, I will carry it out. [单选题] *A whatB whateverC how(正确答案)D however28、It’s raining heavily outside. Don’t leave _______ it stops. [单选题] *A. whileB. sinceC. until(正确答案)D. when29、The（)majority of the members were against the idea. [单选题] *A. substantialB. enormousC. considerable(正确答案)D. overwhelming30、He held his（）when the results were read out. [单选题] *A. breath(正确答案)B. voiceC. soundD. thought。
自考英语(二)Test2试题及答案.docx
自考英语(二)Test2I • Vocabulary and Structure (10 points, 1 point for each item)从下列各句四个选项中选出一个最佳答案，将相应的字母填在答题纸相应的位置上。
1 ・ Make sure the label is firmly ____ t o the parcel before you mail it.A.attributedB. accustomed C・ adjusted D. attached2. ____ leisure was generally considered a waste of time.A.Not until recentlyB. Not recentlyC. Until recentlyD. Recently until3.Man's greatest energy comes not from his physical strength _____ his dreams.A.except fromB. yet fromC. however fromD. but from4.It is _____ to avoid rich foods if you are feeling ill.A.senselessB. sensible C・ sentimental D・ sensitive5・ If you are walking away from a clock tower, you will hear the ticking of the clock fade to a point _________ it cannot be heard・A.whichB. whatC. whereD. how6.The moon turns round the earth, just _____ the earth circles round the sun.A.thereforeB. asC. thusD. so7.He said he was _____ the origin of the universe・A.speculating uponB. coinciding withC・ putting into operation D. distinguishing between8.A good manager identifies the interest of his employees _____ his own.A.toB. withC. forD. between9・ We have a ______ experience of continued living than any society that has preceded us anywhere ・A・ very more greater B. very many greaterC. much more greaterD. very much greater10.While _____ your imagination, you should be alone and completely undisturbed .A.exercising B・ exercises C. to exercise D. exercised11.Cloze Test(10 points, 1 point for each item)在下列短文中有十个空白，每个空白有四个选项。
全新版大学英语（第二版）听说教程3test1和test2答案
全新版大学英语（第二版）听说教程3Test1 & Test2答案Test One1-5 DDADC 6-10 ACCCB 11-15 DBCBD16. Researchers 17. Murder 18. Fortunately 19. harmony 20. advantage 21. Boxers 22. brains23. Even the most ordinary household items such as irons or can-openers are designed for right-handed people.24. you can buy anything from left-handed pocket calculators to knives and coffee mugs.25. People who buy things from the shop say it just makes their everyday life much easier.26-30 BCDBD 31-35 AABDCTest Two1-5 CACBD 6-10 CBDCC 11-15 DCDBB 16. course 17. prevent 18. technology 19. benefits20.Particular 21. Due 22. Communities23. they are to be seen flying freely in the sky.24.Recycling should be put into consideration25.consumers themselves have to be responsible for the proper disposal of their garbage.26-30 CDAAD 31-35 BDCAB下面是诗情画意的句子欣赏，不需要的朋友可以编辑删除！！谢谢1. 染火枫林，琼壶歌月，长歌倚楼。
TEST2全面解析
Question 8 • 定位句：Eventually they decide on the top five stories. • 替换词：published 通过定位句来确定录音已经从 judge 过渡到了 top five stories 这个主题。 这里的考点是替换词 published， 在题目中使用的是 available，因此可以确定后面接着的 online 就是答案。 Question 9 • 定位句：How is the top story decided? • 替换词：vote 定位句确认话题过渡到了 top story，然后紧接着出现句子 it will be the public who will vote…。这里答 案 public 先于替换词 vote 出现，但是因为出现在同一句句子里，考生应该有能力根据定语从句判断替换 了 choose 的 vote 的主语就是答案 public。另外 favourite story 也替换了 top story。 Question 10 • 定位替换词：无 此题定位比较直接，考生可以轻松锁定答案所在的句子的位置。The winner gets a trip to Spain 里的 Spain 就是正确答案，因为去那里就是为了参加 a workshop for writers。
重要词汇（Essential vocabulary）
aquarium penguins hatch feeding amazed frightening unsure impressed 水族馆 企鹅 孵化 喂食 惊奇的 害怕的 不确定的 印象深刻的 crocodile entrance conservation extinction petition signatures endangered overlook 鳄鱼 入口 保护 灭绝 请愿书 签名 濒临危险的 忽视
剑桥11Test2雅思阅读Passage1解析+答案
为了便于大家更好的对雅思阅读部分进行备考，小编为大家带来了剑桥11Test2雅思阅读Passage1解析+答案，更多真题解析，请点击：剑桥雅思11阅读解析剑桥11Test2雅思阅读解析Passage1Question 1答案： True关键词： Mary Rose, sink定位原文: 第1段第4句“Accounts of what... ”玛丽玫瑰号沉没的原因，有很多种解释，有些人说这样……，另一些人……。
解题思路: 其中可以看到 while witnesses agree that..., some maintain that..., others that…这一结构，说明人们对于其沉没原因并没有达成共识，与题目的“对于玛丽玫瑰号为何沉没存在一些争议”表述一致。
Question 2答案： NOT GIVEN关键词： 19 July 1545, sink定位原文：时间出现在第1段第1句，后面的信息出现在第5句“What is undisputed... ”然而无可争议的是，玛丽玫瑰号在那一天沉入索伦特海峡，船上至少有500人。
解题思路：文中只提到战舰沉没，关于“是否是唯一”这一点并没有提及，而题目说玛丽玫瑰号是1545年7月19日的战斗中唯一沉没的船只，因此本题答案为NOT GIVEN。
Question 3答案： True关键词： one side the Mary Rose定位原文：第2段第4句“Because of the way the ship sank …”由于船只沉没的方式，右舷一侧几乎完整地保留了下来。
解题思路：文章第二段对玛丽玫瑰号在海底的情况进行了描述，其中第四句说到右舷一侧几乎被完整地保留了下来，这与题目中的表述“玛丽玫瑰号的一侧大部分在海中没有受到破坏。
”一致，因此本题答案为TRUE。
点击获取剑桥雅思阅读考试真题资料4-11完整版Question 4答案： False关键词： historical objects对应原文：第5段第3句“McKee and his team now knew…” McKee及其团队确信他们找到了沉船，但尚未意识到其中还有保存完好的精美工艺品宝藏。
剑桥雅思阅读6原文（test2）及答案解析
剑桥雅思阅读6原文(test2)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6test2原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读6原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.Questions 1-5Reading Passage 1 has five marked paragraphs, A-E.Choose the correct heading for each paragraph from the list of headings below.Write the correct number, i-viii, in boxes 1-5 on your answer sheet.List of Headingsi Avoiding an overcrowded centreii A successful exercise in people poweriii The benefits of working together in citiesiv Higher incomes need not mean more carsv Economic arguments fail to persuadevi The impact of telecommunications on population distributionvii Increases in travelling timeviii Responding to arguments against public transport1 Paragraph A2 Paragraph B3 Paragraph C4 Paragraph D5 Paragraph EAdvantages of public transportA new study conducted for the World Bank by Murdoch University’s Institute for Science and Technology Policy (ISTP) has demonstrated that public transport is more efficient than cars. The study compared the proportion of wealth poured into transport by thirty-seven cities around the world. This included both the public and private costs of building, maintaining and using a transport system.The study found that the Western Australian city of Perth is a good example of a city with minimal public transport. As a result, 17% of its wealth went into transport costs. Some European and Asian cities, on the other hand, spent as little as 5%. Professor Peter Newman, ISTP Director, pointed out that these more efficient cities were able to put the difference into attracting industry and jobs or creating a better place to live.According to Professor Newman, the larger Australian city of Melbourne is a rather unusual city in this sort of comparison. He describes it as two cities: ‘A European city surrounded by a car-dependent one’. Melbourne’s large tram network has made car use in the inner city much lower, but the outer suburbs have the same car-based structure as most other Australian cities. The explosion in demand for accommodation in the inner suburbs of Melbourne suggests a recent change in many people’s preferences as to where they live.Newman says this is a new, broader way of considering public transport issues. In the past, the case for public transport has been made on the basis of environmental and social justice considerations rather than economics. Newman, however, believes the study demonstrates that ‘the auto-dependent city model is inefficient and grossly inadequate in economic as wellas environmental terms’.Bicycle use was not included in the study but Newman noted that the t wo most ‘bicycle friendly’ cities considered —Amsterdam and Copenhagen — were very efficient, even though their public transport systems were ‘reasonable but not special’.It is common for supporters of road networks to reject the models of cities with good public transport by arguing that such systems would not work in their particular city. One objection is climate. Some people say their city could not make more use of public transport because it is either too hot or too cold. Newman rejects this, pointing out that public transport has been successful in both Toronto and Singapore and, in fact, he has checked the use of cars against climate and found ‘zero correlation’.When it comes to other physical features, road lobbies are on stronger ground. For example, Newman accepts it would be hard for a city as hilly as Auckland to develop a really good rail network. However, he points out that both Hong Kong and Zurich have managed to make a success of their rail systems, heavy and light respectively, though there are few cities in the world as hilly.A In fact, Newman believes the main reason for adopting one sort of transport over another is politics: ‘The more democratic the process, the more public transport is favored.’ He considers Portland, Oregon, a perfect example of this. Some years ago, federal money was granted to build a new road. However, local pressure groups forced a referendum over whether to spend the money on light rail instead. The rail proposal won and the railway worked spectacularly well. In the years that have followed, more and more rail systems have been put in, dramatically changingthe nature of the city. Newman notes that Portland has about the same population as Perth and had a similar population density at the time.B In the UK, travel times to work had been stable for at least six centuries, with people avoiding situations that required them to spend more than half an hour travelling to work. Trains and cars initially allowed people to live at greater distances without taking longer to reach their destination. However, public infrastructure did not keep pace with urban sprawl, causing massive congestion problems which now make commuting times far higher.C There is a widespread belief that increasing wealth encourages people to live farther out where cars are the only viable transport. The example of European cities refutes that. They are often wealthier than their American counterparts but have not generated the same level of car use. In Stockholm, car use has actually fallen in recent years as the city has become larger and wealthier. A new study makes this point even more starkly. Developing cities in Asia, such as Jakarta and Bangkok, make more use of the car than wealthy Asian cities such as Tokyo and Singapore. In cities that developed later, the World Bank and Asian Development Bank discouraged the building of public transport and people have been forced to rely on cars — creating the massive traffic jams that characterize those cities.D Newman believes one of the best studies on how cities built for cars might be converted to rail use is The Urban Village report, which used Melbourne as an example. It found that pushing everyone into the city centre was not the best approach. Instead, the proposal advocated the creation of urban villages at hundreds of sites, mostly around railway stations.E It was once assumed that improvements in telecommunications would lead to more dispersal in the population as people were no longer forced into cities. However, the ISTP team’s research demon strates that the population and job density of cities rose or remained constant in the 1980s after decades of decline. The explanation for this seems to be that it is valuable to place people working in related fields together. ‘The new world will largely depend on human creativity, and creativity flourishes where people come together face-to-face.’Questions 6-10Do the following statements agree with the information given in Reading Passage 1?In boxes 6-10 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 this6 The ISTP study examined public and private systems in every city of the world.7 Efficient cities can improve the quality of life for their inhabitants.8 An inner-city tram network is dangerous for car drivers.9 In Melbourne, people prefer to live in the outer suburbs.10 Cities with high levels of bicycle usage can be efficient even when public transport is only averagely good.Questions 11-13Look at the following cities (Questions 11-13) and the list of descriptions below.Match each city with the correct description, A-F.Write the correct letter, A-F, in boxes 11-13 on your answer sheet.11 Perth12 Auckland13 PortlandList of DescriptionsA successfully uses a light rail transport system in hilly environmentB successful public transport system despite cold wintersC profitably moved from road to light rail transport systemD hilly and inappropriate for rail transport systemE heavily dependent on cars despite widespread povertyF inefficient due to a limited public transport systemREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.GREYING POPULATION STAYS IN THE PINKElderly people are growing healthier, happier and more independent, say American scientists. The results of a 14-year study to be announced later this month reveal that the diseases associated with old age are afflicting fewer and fewer people and when they do strike, it is much later in life.In the last 14 years, the National Long-term Health Care Survey has gathered data on the health and lifestyles of more than 20,000 men and women over 65. Researchers, now analysing the results of data gathered in 1994, say arthritis, high blood pressure and circulation problems —the major medical complaints in this age group —are troubling a smaller proportion every year. And the data confirms that the rate at which these diseases are declining continues to accelerate. Other diseases of old age —dementia, stroke, arteriosclerosis and emphysema — are also troubling fewer and fewer people.‘It really raises the question of what should be considered normal ageing,’ says Kenneth Manton, a demographer from Duke University in North Carolina. He says the problems doctors accepted as normal in a 65-year-old in 1982 are often not appearing until people are 70 or 75.Clearly, certain diseases are beating a retreat in the face of medical advances. But there may be other contributing factors. Improvements in childhood nutrition in the first quarter of the twentieth century, for example, gave today’s elderly people a better start in life than their predecessors.On the downside, the data also reveals failures in public health that have caused surges in some illnesses. An increase in some cancers and bronchitis may reflect changing smoking habits and poorer air quality, say the researchers. ‘These may be subtle influences,’ says Manton, ‘but our subjects have been exposed to worse and worse pollution for over 60 years. It’s not surprising we see some effect."One interesting correlation Manton uncovered is that better-educated people are likely to live longer. For example, 65-year-old women with fewer than eight years of schooling are expected, on average, to live to 82. Those who continued their education live an extra seven years. Although some of this can be attributed to a higher income, Manton believes it is mainly because educated people seek more medical attention.The survey also assessed how independent people over 65 were, and again found a striking trend. Almost 80% of those in the 1994 survey could complete everyday activities ranging from eating and dressing unaided to complex tasks such as cooking and managing their finances. That represents a significant drop in the number of disabled old people in the population. If thetrends apparent in the United States 14 years ago had continued, researchers calculate there would be an additional one million disabled elderly p eople in today’s population. According to Manton, slowing the trend has saved the United States government’s Medicare system more than $200 billion, suggesting that the greying of America’s population may prove less of a financial burden than expected.The increasing self-reliance of many elderly people is probably linked to a massive increase in the use of simple home medical aids. For instance, the use of raised toilet seats has more than doubled since the start of the study, and the use of bath seats has grown by more than 50%. These developments also bring some health benefits, according to a report from the MacArthur Foundation’s research group on successful ageing. The group found that those elderly people who were able to retain a sense of independence were more likely to stay healthy in old age.Maintaining a level of daily physical activity may help mental functioning, says Carl Cotman, a neuroscientist at the University of California at Irvine. He found that rats that exercise on a treadmill have raised levels of brain-derived neurotrophic factor coursing through their brains. Cotman believes this hormone, which keeps neurons functioning, may prevent the brains of active humans from deteriorating.As part of the same study, Teresa Seeman, a social epidemiologist at the University of Southern California in Los Angeles, found a connection between self-esteem and stress in people over 70. In laboratory simulations of challenging activities such as driving, those who felt in control of their lives pumped out lower levels of stress hormones such as cortisol. Chronicallyhigh levels of these hormones have been linked to heart disease.But independence can have drawbacks. Seeman found that elderly people who felt emotionally isolated maintained higher levels of stress hormones even when asleep. The research suggests that older people fare best when they feel independent but know they can get help when they need it.‘Like much research into ageing, these results support common sense,’ says Seeman. They also sho w that we may be underestimating the impact of these simple factors. ‘The sort of thing that your grandmother always told you turns out to be right on target,’ she says.Questions 14-22Complete the summary using the list of words, A-Q, below.Write the correct letter, A-Q in boxes 14-22 on your answer sheet.Research carried out by scientists in the United States has shown that the proportion of people over 65 suffering from the most common age-related medical problems is 14 ..............and that the speed of this change is 15.............. . It also seems that these diseases are affecting people 16.............. in life than they did in the past. This is largely due to developments in 17.............., but other factors such as improved 18.............. may also be playing a part. Increases in some other illnesses may be due to changes in personal habits and to 19.............. . The research establishes a link between levels of 20.............. and life expectancy. It also shows that there has been a considerable reduction in the number of elderly people who are 21.............., which means that the 22.............. involved in supporting this section of the population may be less than previously predicted.A costB fallingC technologyD undernourishedE earlierF laterG disabled H more I increasingJ nutrition K education L constantM medicine N pollution O environmentalP health Q independentQuestions 23-26Complete each sentence with the correct ending, A-H, below.Write the correct letter, A-H, in boxes 23-26 on your answer sheet.23 Home medical aids24 Regular amounts of exercise25 Feelings of control over life26 Feelings of lonelinessA may cause heart disease.B can be helped by hormone treatment.C may cause rises in levels of stress hormones.D have cost the United States government more than $200 billion.E may help prevent mental decline.F may get stronger at night.G allow old people to be more independent.H can reduce stress in difficult situations.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.NumerationOne of the first great intellectual feats of a young child is learning how to talk, closely followed by learning how to count. From earliest childhood we are so bound up with our system of numeration that it is a feat of imagination to consider theproblems faced by early humans who had not yet developed this facility. Careful consideration of our system of numeration leads to the conviction that, rather than being a facility that comes naturally to a person, it is one of the great and remarkable achievements of the human race.It is impossible to learn the sequence of events that led to our developing the concept of number. Even the earliest of tribes had a system of numeration that, if not advanced, was sufficient for the tasks that they had to perform. Our ancestors had little use for actual numbers; instead their considerations would have been more of the kind Is this enough? rather than How many? when they were engaged in food gathering, for example. However, when early humans first began to reflect on the nature of things around them, they discovered that they needed an idea of number simply to keep their thoughts in order. As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount. It will never be known how and when this numeration ability developed, but it is certain that numeration was well developed by the time humans had formed even semi-permanent settlements.Evidence of early stages of arithmetic and numeration can be readily found. The indigenous peoples of Tasmania were only able to count one, two, many; those of South Africa counted one, two, two and one, two twos, two twos and one, and so on. But in real situations the number and words are often accompanied by gestures to help resolve any confusion. For example, when using the one, two, many type of system, the word many would mean, Look at my hands and see how many fingers I am showing you. This basic approach is limited in the range of numbers that it can express, but this range will generally suffice when dealing withthe simpler aspects of human existence.The lack of ability of some cultures to deal with large numbers is not really surprising. European languages, when traced back to their earlier version, are very poor in number words and expressions. The ancient Gothic word for ten, tachund, is used to express the number 100 as tachund tachund. By the seventh century, the word teon had become interchangeable with the tachund or hund of the Anglo-Saxon language, and so 100 was denoted as hund teontig, or ten times ten. The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court of law a man had to be able to count to nine!Perhaps the most fundamental step in developing a sense of number is not the ability to count, but rather to see that a number is really an abstract idea instead of a simple attachment to a group of particular objects. It must have been within the grasp of the earliest humans to conceive that four birds are distinct from two birds; however, it is not an elementary step to associate the number 4, as connected with four birds, to the number 4, as connected with four rocks. Associating a number as one of the qualities of a specific object is a great hindrance to the development of a true number sense. When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according tothe class of the item being counted: for counting flat objects and animals, for round objects and time, for people, for long objects and trees, for canoes, for measures, and for counting when no particular object is being numerated. It seems that the last is a later development while the first six groups show the relics of an older system. This diversity of number names can also be found in some widely used languages such as Japanese.Intermixed with the development of a number sense is the development of an ability to count. Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted against a group of pebbles, grains of corn, or the counter’s fingers. These aids would have been indispensable to very early people who would have found the process impossible without some form of mechanical aid. Such aids, while different, are still used even by the most educated in today’s society due to their convenience. All counting ultimately involves reference to something other than the things being counted. At first it may have been grains or pebbles but now it is a memorised sequence of words that happen to be the names of the numbers.Questions 27-31Complete each sentence with the correct ending A-G, below.Write the correct letter, A-G, in boxes 27-31 on your answer sheet.27 A developed system of numbering28 An additional hand signal29 In seventh-century Europe, the ability to count to a certain number30 Thinking about numbers as concepts separate from physical objects31 Expressing number differently according to class of itemA was necessary in order to fulfil a civic role.B was necessary when people began farming.C was necessary for the development of arithmetic.D persists in all societies.E was used when the range of number words was restricted.F can be traced back to early European languages.G was a characteristic of early numeration systems.Questions 32-40Do the following statements agree with the information given in Reading Passage 3?In boxes 32-40 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this32 For the earliest tribes, the concept of sufficiency was more important than the concept of quantity.33 Indigenous Tasmanians used only four terms to indicate numbers of objects.34 Some peoples with simple number systems used body language to prevent misunderstanding of expressions of number.35 All cultures have been able to express large numbers clearly.36 The word ‘thousand’ has Anglo-Saxon origins.37 In general, people in seventh-century Europe had poor counting ability.38 In the Tsimshian language, the number for long objects and canoes is expressed with the same word.39 The Tsimshian language contains both older and newer systems of counting.40 Early peoples found it easier to count by using their fingers rather than a group of pebbles.剑桥雅思阅读6原文参考译文(test2)PASSAGE 1 参考译文：Advantages of public transport公共交通的优势A new study conducted for the World Bank by Murdoch University’s Institute for Science an d Technology Policy (ISTP) has demonstrated that public transport is more efficient than cars. The study compared the proportion of wealth poured into transport by thirty-seven cities around the world. This included both the public and private costs of building, maintaining and using a transport system.默多克大学的科技政策研究所(ISTP)为世界银行做的最新研究表明，公共交通工具的效率髙于小汽车。
剑桥雅思9 口语 Test2 参考答案
剑桥雅思9 口语Test2 参考答案－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－答案编辑者：上海环球雅思口语名师：李宁（英国剑桥国际考试委员会IGCSE & A Level 口语考官）PART 1The examiner asks the candidates about him/herself, his/her home, work or studies and other familiar topics.SAMPLEGiving giftsWhen do people give gifts or presents in your country?In the UK, there are many occasions to give gifts. Most gifts are exchanged on Christmas Day, on December 25th, which is a Christian festival celebrating the birth of Jesus. But we also give gifts on birthdays, weddings, house warmings, graduation days, wedding anniversaries, and Valentine's Day. Another Christian tradition is to exchange chocolate eggs on Easter Sunday.Do you ever take a gift when you visit someone in their home/[why/why not?]If they are having a house warming party, then it is common to buy a gift, usually a decoration for their new home. Or if they invite you for dinner, it is usual for the guest to bring a bottle of wine to drink with the meal.When did you last receive a gift?[what was it]My parents came to visit me during the Chinese Spring Festival, and they brought me some of my favourite foods and drinks over from the UK which I cannot buy in China. Although these gifts were not expensive, they were very special!Do you enjoy looking for gifts for people?[why/ why not?]Yes, I really enjoy looking for gifts for people, especially my close friends and family. There is a saying in my country; 'there is far more joy in giving a gift than receiving one'.PART 2Describe something you did that was new or excitingYou should say:What you didWhere and when you did thisWho you shared the activity withAnd explain why this activity was new and exciting for you.You will have to talk about this topic for one to two minutes.You have one minute to think about what you are going to say.You can make some notes to help you if you wish.I have always been afraid of heights, ever since I was young. I don't even like standing too close to the railings of a high balcony! Many of my friends would find this amusing, and laugh and joke about it. I wanted to try and overcome this fear, so I agreed to go skydiving with my university friends!Skydiving involves jumping out of a plane, free-falling 10,000 feet, and then parachuting 3,000feet to the ground, all in about 5 minutes! In short, this was my idea of hell! But I had to do it.So my friends and I joined the university skydiving team and took the bus to Camberwell Bay in the Lake District.We spent all day training on the Saturday. We learnt all about how to jump out of the plane, the position we should adopt while we are free-falling, how to use the radio, and most importantly how to release the emergency parachute if things went wrong!Obviously, I would need to train a lot longer than one day to obtain a skydiving license and jump solo. But I was allowed to jump by myself from 4,000 feet on a static line, which means I didn't need to pull the parachute out by myself.I enjoyed it so much that I immediately signed up to do it again, but this time to do a tandem dive from 14,000 feet, where I would be attached to a professional diver!It was incredible; the feeling of falling through the sky, eyes watering from the wind, the tiny cars and buildings below which were so small they looked like ants on the ground. It was the most exhilarating and exciting thing I've ever done!Part 3Doing new thingsExample questions:Why do you think some people like doing new things?Trying new things is a great way to break away from daily routine. Many people get bored by doing the same things everyday. Trying new activities is exciting, and can also help people meet new friends!What problems can people have when they try new activities for the first time? There are a few problems which arise from trying things for the first time. Firstly, if the activity is dangerous, then extra care must be taken to ensure an accident doesn't happen. For example, skiing can be dangerous, so you must take care and go slowly until you are more competent on the slopes! Sometimes, new activities can be challenging and difficult, especially if the activity is technical. Subsequently many people may be turned off the idea of trying it again because it is "too hard". Take playing the violin for example. I used to play the violin, and it took about six months for my sister to stop complaining that it sounded more like a screeching cat than a musical instrument! But with persistence and hard work, I eventually learnt to play it very well. Many people might just give up if something is too difficult, but they should be reminded that such things take time, and the rewards later will be worth it.Do you think it’s best to do new things on you own or with other people?why?In general, I think its better to do new things in groups, so that you can all learn and have fun together!However, if some people are naturally very good at the activity, it can make others feel inadequate, so in these situations it might be useful to try it on your own, or in small groups of similar ability. Either way, you should not compare yourself to others, but just have fun!Learning new thingsSample questions:What kinds of things do children learn to do when they are very young? How important are these things?Children are like sponges when they are young; they are constantly learning, and it is probably the most important part of their development. They are learning essential skills, such as how to communicate and interact with others. However, it is also a very delicate period of their life, as they are also learning about morals standards; what is right and what is wrong. Subsequently, care must be taken to ensure they are developing and learning properly.Do you think children and adults learn to do new things in the same way? How is their learning style different?Definitely not. I think children and adults learn in very different ways. Children learn much more through experiences. Their brains are more flexible and fluid. As such, they can learn new languages much more quickly. Adult brains are more rigid, and as such find it harder to just pick up new languages. However, adult brains are more developed to analyse and make judgements. If they are told something new, they are far more likely to question what they are learning, whereas children are more likely to just accept it.Some people say that it is more important to be able to learn new things now than it was in the past. Do you agree or disagree with that? Why?I largely agree with this statement, because the world is changing much more rapidly now than ever before. Technology is constantly improving and becoming more advanced. The way we go about our daily lives is ever changing, so we must be willing to changewith it. For example, only 20 years ago, many companies didn't have computers or the internet. Nowadays, almost every company will use a computer and the internet in some way. It is very important to learn these new skills to keep up with society.感谢阅读，欢迎大家下载使用！。
剑桥雅思8阅读解析test2
Passage1Question 1答案： spinning关键词： method定位原文: 第1段第3句“The first successful method for…”解题思路: 此题的较容易。
空格中所填词应为 method的名称。
通过 The first successful method for making clear, flat glass involved spinning 可知本题答案为 spinning。
Question 2答案： (perfectly) unblemished关键词： glass , remained定位原文：第1段倒数第2句“...so it stayed perfectly unblemished,...”解题思路：此题的定位词被同义转述为stayed。
所以此题填：(perfectly) unblemished。
Question 3答案： labour- intensive关键词： disadvantages, slow定位原文：第1段最后1句“However, the process took a long...”解题思路：由题目中的 disadvantages 找到文章中表示意思与上文相反或相对的强转折词 However。
同时根据 slow 判断本题需填入与之并列的形容词。
通过第一段最后一句可确定本题答案为labour-intensive。
Question 4答案： thickness关键词： ribbon, varying对应原文：第2段第3句“This allowed glass of virtually…”解题思路：此题通过Ribbon可以定位到第二段，其中 Advantage部分集中在第三句;文中any对应题中varying。
所以此题填：thickness。
Question 5答案： marked关键词： disadvantages, 20%定位原文：第2段倒数第2句“...but the rollers would leave both sides of the glass marked,...”解题思路：此题通过20%定位于对应句之后的那一句，按照顺序原则找到对应处中的glass。
剑桥考试二级答案
剑桥考试二级答案1. 请根据所给的对话内容，选择正确的回答。
对话：A: Excuse me, could you tell me the way to the nearest post office?B: Certainly. It's just around the corner on your left.A) Yes, it's on the right.B) No, it's not on the right.C) It's around the corner on your left.正确答案：C2. 阅读以下短文，并回答下列问题。
In the heart of the city stands a beautiful park where people often go to relax. The park is surrounded by tall buildings, but it remains a green oasis amidst the concrete jungle. During the day, children play on the swings and slides, while adults enjoy a quiet walk or read a book under the shade ofthe trees. At night, the park is illuminated by street lamps, making it a perfect spot for evening strolls.问题：What activities can be found in the park during the day?A) Children playing on swings and slides.B) Adults reading books under trees.C) Both A and B.正确答案：C3. 根据所给图表，选择正确的描述。
雅思剑桥5听力test2解析
Section1剑桥雅思5Test2听力Section 1答案+解析材料解析：谈话场景：图书馆咨询，电话交谈。
人物关系：顾客和图书馆管理员。
谈话话题：顾客就怎样加入图书馆，能享受什么服务等咨询图书馆管理员。
交际与语言表达1. I was wondering if…这是在向别人询问某件事时的一个礼貌用法，if后面跟想询问的内容，意思是：我想知道某件事是否怎样。
在本文后面还有一种类似的用法，“ another thing I was wondering about was if…”，意思是：我想知道的另外一件事是……2. …someone told me it was possible to join, even if I wasn’ t. 注意even if在这里当“即使”讲，“我听说即使我不是(本校学生)也可以加入”。
3. could you tell me也是一种礼貌用法，用 can 的过去式来发问是为了使语气更加委婉，本文中还有许多类似的用法。
4. You’ ll need to come in to the library. 这句话也是以一种婉转的方式来告诉对方必须做的事情，这些考生都可以记下来，作为口语练习的积累。
5. Would that do 那样成吗注意又是过去时，表示客气。
6. otherwise 前面一定要有一个句子说明条件，后面则表示如果满足不了前面的条件，将会怎样。
7. I was at Westerley College until last year. 直到去年我还在 Westerley 学院。
注意 until 表示在这一时间之前所处的状态。
8. It’ s more expensive than I thought. more… than 这是一个有用的句式，另外 think要用过去时，因为现在他已经知道这个事实了，所以只能同他以前知道的做比较。
9. We allow twelve items borrowed at any one time if you’ re a student. 如果你是学生，我们允许你任何一次都可以借 12 本书。
剑桥雅思4Test2听力Section 1答案+解析
剑桥雅思4Test2听力Section 1答案+解析谈话场景：旅游场景。
人物关系：两个旅行者，两个朋友。
谈话话题：谈论关于参观某地的问题，包括当地的名胜古迹，当地的风味小吃。
交际与语言表达1. 这部分是讨论旅游行程的对话。
在人们日常生活和学生校园生活中，旅游和度假极为常见，节假日的场景也纳入了雅思听力的考查范围，如：圣诞节( Christmas)、复活节( Easter)、感恩节( Thanksgiving) 等。
2. 对话中常常考查旅游度假的目的地、交通方式、住宿方式、行程安排、携带物品以及注意事项等，因此考生对旅游场景的高频词汇和相关文化背景应有所掌握。
3. “You’ ve been ages.”你去了那么长时间。
“ a long time”在口语中指“很长时间，而“ ages” (世纪) 是夸张的说法。
例如： Hi, George! I haven’ t seen you for ages. 乔治，好久没和你见面了!4. “What would you like to drink?”“I’ d love a really chilled mineral water or something.”当问对方要点什么常用到“What would you like…?”回答则用“I would like/ I’ d like…”是日常对话中的高频句型。
5. “The waitress will be back in a moment.”服务员一会儿就回来。
“ back in a moment”口语中表示“一会儿回来”。
6. “The view is supposed to be spectacular.”据说景色很壮观。
“be supposed to do/ be sth.”表示“据说，认为，应该”。
例如： He supposed the girl to be about twelve. 他认为这个女孩应该有 12 岁左右了。
雅思ogtest2答案
雅思ogtest2答案【篇一：雅思og题目转换test 2】teningsection 1 questions 1-10questions 1-6complete the notes below.write no more than two words and/or a number for each answerquestions 7-10complete the sentences below.section 2 questions 11-20questions 11-17answer the questions below.write no more than three words for each answer.sea life centre - information11 what was the sea life centre previously called? ...........12 what is the newest attraction called? ...............13 when is the main feeding time? ..................14 what can you do with a vip ticket? ................15 what special event will the sea life centre arrange foryou? ...........116 where will the petition for animal conservation be sentto? ...........17 what can you use to test what you have learnt? ............questions 18-20what does the guide say about each attraction?choose three answers from the box and write the correct letter, a-e, next to questions 18-20.181920 must not miss ...... ……………… temporarily closed………large queues ..... ………………section 3 questions 21 -30questions 21-22choose two letters, a-e.which two subjects did martina like best before going to university?questions 23-26complete the summary below.write no more than two words for each answer.george’s experience of universitygeorge is studying mechanical engineering which involves several disciplines. he is finding 23…………………the most difficult. at the moment, his course is mainly 24………………he wil l soon have an assignment which involves a study of and would like less of them. 25…………………………he thinks there are too many 26……………………………questions 27-30choose the correct letter, a, b or c.27 martina thinks the students at her university area sociableb intelligentc energetic28 george hopes that his tutor will help hima lose his shyness.b settle into university.c get to know his subject better.29 what does martina know about her first assignment?a the topicb the lengthc the deadline30 george would like to livea in a hall of residence.b in a flat on his own.c with a host family.section 4 questions 31-40complete the notes below.write no more than two words for each answer.3readingreading passage 1you should spend about 20 minutes on questions 1-13, which are based on reading passage 1 below.no matter how much we talk about tasting our favorite flavors, relishing them really depends on a combined input from our senses that we experience through mouth, tongue and nose. the taste, texture, and feel of food are what we tend to focus on, but most important are the slight puffs of air as we chew our food - what scientists call retronasal smell’.certainly, our mouths and tongues have taste buds, which are receptors for the five basic flavors: sweet, salty, sour, bitter, and umami, or what is more commonly referred to as savory. but our tongues are inaccurate instruments as far as flavor is concerned.they evolved to recognize only a few basic tastes in order to quickly identify toxins, which in nature are often quite bitter or acidly sour.all the complexity, nuance, and pleasure of flavor come from the sense of smell operating in the back of the nose. it is there that a kind of alchemy occurs when we breathe up and out the passing whiffs of our chewed food. unlike a hounds skull with its extra long nose, which evolved specifically to detect external smells, our noses have evolved to detect internal scents. primates specialize in savoring the many millions of flavor combinations that they can create for their mouths.taste without retronasal smell is not much help in recognizing flavor. smell has been the most poorly understood of our senses, and only recently has neuroscience, led by yale universitys gordon shepherd, begun to shed light on its workings. shepherd has come up with the term neurogastronomy’ to link the disciplines of food science, neurology, psychology, and anthropology with the savory elements of eating, one of the most enjoyed of human experiences.in many ways, he is discovering that smell is rather like face recognition. the visual system detects patterns of light and dark and. building on experience, the brain creates a spatial map. it uses this to interpret the interrelationship of the patterns and draw conclusions that allow us to identify people and places. in the same way, we use5【篇二：雅思og test 2 passage 1】ading passage 1 (35 points)you should spend about 20 minutes on questions 1-13 which are based on reading passage 1 below.the flavor of pleasurewhen it comes to celebrating the flavor of food, our mouth gets all the credit. but in truth, it is the nose that knows.no matter how much we talk about tasting our favorite flavors, relishing them really depends on a combined input from our senses that we experience through mouth, tongue and nose. the taste, texture, and feel of food are what we tend to focus on, but most important are the slight puffs of air as we chew our food - what scientists call ‘retronasal smell’.certainly our mouths and tongues have taste buds, which are receptors for the five basic flavors: sweet, salty, sour, bitter, and umami, or what is more commonly referred to as savory. but our tongues are inaccurate instruments as far as flavor is concerned. they evolved to recognize only a few basic tastesin order to quickly identify toxins, which in nature are often quite bitter or acidly sour.all the complexity, nuance, and pleasure of flavor come from the sense of smell operating in the back of the nose. it is there that a kind of alchemy occurs when we breathe up and out the passing whiffs of our chewed food. unlike a hound’s skull with its extra long nose, which evolved specifically to detect external smells, our noses have evolved to detect internal scents. primates specialise in savoring the many millions of flavor combinations that they can create for their mouths.taste without retronasal smell is not much help in recognizing flavor. smell has been the most poorly understood of our senses, and only recently has neuroscience, led by yale university’s gordon shepherd, begun to shed light on its workings. shepherd has come up with the term‘neurogastronomy’ to link the disciplines of food science, neurology, psychology, and anthropology with the savory elements of eating, one of the most enjoyed of human experiences.in many ways, he is discovering that smell is rather like face recognition. the visual system detects patterns of light and dark and, building on experience, the brain creates a spatial map. it uses this to interpret the interrelationship of the patterns and draw conclusions that allow us to identify people and places. in the same way, we use patterns and ratios to detect both new and familiar flavors. as we eat, specialized receptors in the back of the nose detect the air molecules inour meals. from signals sent by the receptors, the brain understands smells as complex spatial patterns. using these,as well as input from the other senses, it constructs the idea of specific flavors.this ability to appreciate specific aromas turns out to be central to the pleasure we get from food, much as our ability to recognize individuals is central to the pleasures of social life. the process is so embedded in our brains that our sense of smell is critical to our enjoyment of life at large. recent studies show that people who lose the ability to smell become socially insecure, and their overall level of happiness plummets.working out the role of smell in flavor interests food scientists, psychologists,and cooks alike. the relatively new discipline of molecular gastronomy, especially, relies on understanding the mechanics of aroma to manipulate flavor for maximum impact. in this discipline, chefs use their knowledge of the chemical changes that take place during cooking to produce eating pleasures that go beyond the ‘ordinary’.however, whereas molecular gastronomy is concerned primarily with the food or ‘smell’ molecules, neurogastronomy is more focused on the receptor molecules and the brain’s spatial images for smell. smell stimuli form what shepherd terms ‘odor objects’, stored as memories, and these have a direct link with our emotions. the brain creates images of unfamiliar smells by relating them to other more familiar smells. go back in history and this was part of our survival repertoire, like most animals, we drew on our sense of smell, when visual information was scarce, to single out prey.thus the brain’s flavor- recognition system is a highly complex perceptual mechanism that puts all five senses to work in various combinations. visual and sound cues contribute, such as crunching, as does touch, including the texture and feel of food on our lips and in our mouths. then there are the taste receptors, and finally, the smell, activated when we inhale. the engagement of our emotions can be readily illustrated when we picture some of the wide-ranging facial expressions that are elicited by various foods- many of them hard- wired into our brains at birth. consider the response to the sharpness of lemon and compare that with the face that is welcoming the smooth wonder of chocolate.the flavor-sensing system, ever receptive to new combinations, helps to keep our brains active and flexible. italso has the power to shape our desires and ultimately our bodies. on the horizon we have the positive application of neurogastronomy: manipulating flavor to curb our appetites.questions 1 - 5questions 6 - 9questions 10 - 13【篇三：雅思og阅读答案test3】=txt>小站教育自2014年9月1日开始，独家推出必备宝典：系列，包括雅思、托福、sat、gmat四大类考试。
test 2 参考答案
ReadingPart One1.A2. A3. C4. B5. CPart Two6. H7. C8.G9.A 10. EPart Three11. G 12. A 13.B 14.F 15. EPart Four16. C 17. C 18.A 19.B 20. A 21.B 22.B Part Five23. C 24. A 25.C 26.A 27.B 28. C Part Six29. A 30. C 31.D 32. C 33.D 34.D 35.B 36. A 37. A 38.C 39.B 40. CPart Seven41. SUPERVISOR 42.HOMEPACE 43.PERSUASION 44.BOOST 45.NICHE MARKETSListeningPart One1.C2. A3. C4. C5. B6. B7.B8. CPart Two9. Accounting 10. Tax 11.Kevin 12. 17213. R&D 14. Programmer 15. ￡526,60Part Three16. upheaval 17. Third/3rd18.Installation-related19. project owners 20. Wholesale power21.Medium-term 22. Final sectionPart Four23. C 24. A 25.B 26.B 27. B28.C 29.A 30.BWritingPart OneTO: YoyoFrom:Date: 24 May 2009Subject: Exhibition of AdvertisementDear Yoyo,Our new brand sports wear needs an advertisement campaign whose effect may influence our market share in the next quarter. We have to find an advertisement agency to be responsible for it. I will fly to Leeds for an international advertisement exhibition next Tuesday. And also we need an accounting very much. Please select 3 potential candidatesfrom the applicants together with the HR department. Thanks!Yours trulyArielPart TwoDear Mr Bass,Thank you for your letter dated 14 June, in which you requested information about A Super Ace,please find enclosed details about our company and the services we offer.Our aim is always to provide our clients with the best combination of food, entertainment and location. By choosing A Super Ace, you can relax and enjoy your special occasion while we do all the work. Events catered for by A Super Ace include corporate functions such as conversations and Christmas balls and also family celebrations such as birthdays, weddings and anniversaries.As you may appreciate, we are unable to give quotations before our initial briefing with a client as price per head varies with the choice of menu.To arrange an appointment for any further information, please do not hesitate to contact me or Emma Polisa.A Super Ace looks forward to hearing from you. Yours sincerely,Shannon Welsh。
test2
Test216.The doctor said I ____ go back to the hospital; my leg is all right now.A) mustn’t B) needn’t C) won’t D) can’t17.Look, the trees are fallen. There ____ a strong wind.A) must be B) should have been C) must have been D) could be18.Jack’s father suggested that Jack ____in London for a few more days.A) would stay B) stay C) had stayed D) stayed19.The Greeks believed that individuals must be responsible ____ their own actions.A) with B) of C) for D) to20.It is true that your mental abilities are at their best ____ the ages of 18 and 25.A) between B) among C) from D) along21.In Britain there have been many people over the age of 65 ____ have begun a degree course with the Open University and passed successfully.A) which B) who C) that D) what22.It is easy to think that a witness who saw a crime ____ will be able to give all the answers.A) to be committed B) commit C) committing D) being committed23.When he is reading, he concentrates on meanings given by the text ____ on the variety of possible meanings of individual words.A) rather than B) other than C) than D) more than24.Not until all fish died in the river ____ how serious the pollution was.A) did the government realize B) the government realizedC) the government did realize D) had the government realized25.With the help of the German experts, the factory produced ____ cars in 1993 as the year before.A) as twice many B) as many as twi C) twice as many D) as twice as manySection B26.This suit is rather dirty now. It’s some time since it ____(wash) .27.Oh, I forgot (send)_____ my sister a birthday card and it’s her birthday tomorrow.28.His job is to keep the traffic moving and see that people don’t park where parking (forbid)_____.29.People (live)_____ comfortably in the towns hardly feel the pleasure of living in the country.30.The boy was afraid of (leave)_____ alone in the room at night.31.Either the teacher or the students are to blame for the bad results of the (examine) _______.32.Trying to make himself (hear)______ ,he shouted at the top of his voice.33.The information technology revolution across Asia is causing a (short)_____ of skilled labour.34.Julien was (thank)______ for his chance to visit the ancient city in the summer holiday.35.Most animals know how to relax and they know the importance of (relax)______ to their survival.16.【译文】医生说我不必再去医院了，因为我的腿已经完全好了。
剑桥雅思阅读4（test2）原文翻译及答案解析
剑桥雅思阅读4(test2)原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
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剑桥雅思阅读4原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Lost for wordsMany minority languages are on the danger listIn the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.Navajo is far from alone. Half the world’s 6,800 languages are likely to vanish within two generations —that’s one language lost every ten days. Never before has the planet’s linguistic diversity shrunk at such a pace. ‘At the moment, we are heading for about three or four languages dominating the world,’says Mark Pagel, an evolutionary biologist at the University of Reading. ‘It’s a mass extinction, and whether we will ever rebound from the loss is difficult to know.’Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people. Only 250 languages have more than a million speakers, and at least 3,000have fewer than 2,500. It is not necessarily these small languages that are about to disappear. Navajo is considered endangered despite having 150,000 speakers. What makes a language endangered is not just the number of speakers, but how old they are. If it is spoken by children it is relatively safe. The critically endangered languages are those that are only spoken by the elderly, according to Michael Krauss, director of the Alassk Native Language Center, in Fairbanks.Why do people reject the language of their parents? It begins with a crisis of confidence, when a small community finds itself alongside a larger, wealthier society, says Nicholas Ostler, of Britain’s Foundation for Endangered Languages, in Bath. ‘People lose faith in their culture,’ he says. ‘When the next generation reaches their teens, they might not want to be induced into the old traditions.’The change is not always voluntary. Quite often, governments try to kill off a minority language by banning its use in public or discouraging its use in schools, all to promote national unity. The former US policy of running Indian reservation schools in English, for example, effectively put languages such as Navajo on the danger list. But Salikoko Mufwene, who chairs the Linguistics department at the University of Chicago, argues that the deadliest weapon is not government policy but economic globalisation. ‘Native Americans have not lost pride in their language, but they have had to adapt to socio-economic pressures,’he says. ‘They cannot refuse to speak English if most commercial activity is in English.’ But are languages worth saving? At the very least, there is a loss of data for the study of languages and their evolution, which relies on comparisons between languages, both living and dead. When an unwrittenand unrecorded language disappears, it is lost to science.Language is also intimately bound up with culture, so it may be difficult to preserve one without the other. ‘If a person shifts from Navajo to English, they lose something,’ Mufwene says. ‘Moreover, the loss of diversity may also deprive us of different ways of looking at the world,’says Pagel. There is mounting evidence that learning a language produces physiological changes in the brain. ‘Your brain and mine are different from the brain of someone who speaks French, for instance,’ Pagel says, and this could affect our thoughts and perceptions. ‘The patterns and connections we make among various concepts may be structured by the linguistic habits of our community.’So despite linguists’best efforts, many languages will disappear over the next century. But a growing interest in cultural identity may prevent the direst predictions from coming true. ‘The key to fostering diversity is for people to learn their ancestral tongue, as well as the dominant language,’ says Doug Whalen, founder and president of the Endangered Language Fund in New Haven, Connecticut. ‘Most of these languages will not survive without a large degree of bilingualism,’ he says. In New Zealand, classes for children have slowed the erosion of Maori and rekindled interest in the language. A similar approach in Hawaii has produced about 8,000 new speakers of Polynesian languages in the past few years. In California, ‘apprentice’programmes have provided life support to several indigenous languages. Volunteer ‘apprentices’ pair up with one of the last living speakers of a Native American tongue to learn a traditional skill such as basket weaving, with instruction exclusively in the endangered language. After about 300 hours of training they are generally sufficiently fluent to transmit the language to the nextgeneration. But Mufwene says that preventing a language dying out is not the same as giving it new life by using it every day. ‘Preserving a language is more like preserving fruits in a jar,’he says.However, preservation can bring a language back from the dead. There are examples of languages that have survived in written form and then been revived by later generations. But a written form is essential for this, so the mere possibility of revival has led many speakers of endangered languages to develop systems of writing where none existed before.Questions 1-4Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 1-4 on your answer sheet.There are currently approximately 6,800 languages in the world. This great variety of languages came about largely as a result of geographical 1…… . But in today’s world, factors such as government initiatives and 2……are contributing to a huge decrease in the number of languages. One factor which may help to ensure that some endangered languages do not die out completely is people’s increasing appreciation of their 3…… . This has been encouraged through programmes of language classes for children and through ‘apprentice’schemes, in which the endangered language is used as the medium of instruction to teach people a 4……. Some speakers of endangered languages have even produced writing systems in order to help secure the survival of their mother tongue.’Questions 5-9Look at the following statements (Questions 5-9) and the listof people in the box below. Match each statement with the correct person A-E.Write the appropriate letter A-E in boxes 5-9 on your answer sheet.NB You may use any letter more than once.5 Endangered languages cannot be saved unless people learn to speak more than one language.6 Saving languages from extinction is not in itself a satisfactory goal.7 The way we think may be determined by our language.8 Young people often reject the established way of life in their community.9 A change of language may mean a loss of traditional culture.A Michael KraussB Salikoko MufweneC Nicholas OstlerD Mark PagelE Doug WhalenQuestions 10-13Do the following statements agree with the views of the writer in Reading Passage 1?In boxes 10-13 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this10 The Navajo Language will die out because it currently has too few speakers.11 A large number of native speakers fail to guarantee thesurvival of a language.12 National governments could do more to protect endangered languages.13 The loss of linguistic diversity is inevitable.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.ALTERNATIVE MEDICINE IN AUSTRALIAThe first students to study alternative medicine at university level in Australia began their four-year, full-time course at the University of Technology, Sydney, in early 1994. Their course covered, among other therapies, acupuncture. The theory they learnt is based on the traditional Chinese explanation of this ancient healing art: that it can regulate the flow of ‘Qi’or energy through pathways in the body. This course reflects how far some alternative therapies have come in their struggle for acceptance by the medical establishment.Australia has been unusual in the Western world in having a very conservative attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the University of Sydney. ‘We’ve had a tradition of doctors being fairly powerful and I guess they are pretty loath to allow any pretenders to their position to come into it.’In many other industrialised countries, orthodox and alternative medicine have worked ‘hand in glove’for years. In Europe, only orthodox doctors can prescribe herbal medicine. In Germany, plant remedies account for 10% of the national turnover of pharmaceuticals. Americans made more visits to alternative therapists than to orthodox doctors in 1990, and each year they spend about $US 12 billion on therapies that have not beenscientifically tested.Disenchantment with orthodox medicine has seen the popularity of alternative therapies in Australia climb steadily during the past 20 years. In a 1983 national health survey, 1.9% of people said they had contacted a chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two weeks prior to the survey. By 1990, this figure had risen to 2.6% of the population. The 550,000 consultations with alternative therapists reported in the 1990 survey represented about an eighth of the total number of consultations with medically qualified personnel covered by the survey, according to Dr Laver and colleagues writing in the Australian Journal of Public Health in 1993. ‘A better educated and less accepting public has become disillusioned with the experts in general, and increasingly sceptical about science and empirically based knowledge,’ they said. ‘The high standing of professionals, including doctors, has been eroded as a consequence.’Rather than resisting or criticising this trend, increasing numbers of Australian doctors, particularly younger ones, are forming group practices with alternative therapists or taking courses themselves, particularly in acupuncture and herbalism. Part of the incentive was financial, Dr Laver said. ‘The bottom line is that most general practitioners are business people. If they see potential clientele going elsewhere, they might want to be able to offer a similar service.’In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who attended eight alternative therapists’practices in Sydney. These practices offered a wide range of alternative therapies from 25 therapists. Those surveyed had experienced chronic illnesses, for which orthodox medicine hadbeen able to provide little relief. They commented that they liked the holistic approach of their alternative therapists and the friendly, concerned and detailed attention they had received. The cold, impersonal manner of orthodox doctors featured in the survey. An increasing exodus from their clinics, coupled with this and a number of other relevant surveys carried out in Australia, all pointing to orthodox doctors’inadequacies, have led mainstream doctors themselves to begin to admit they could learn from the personal style of alternative therapists. Dr Patrick Store, President of the Royal College of General Practitioners, concurs that orthodox doctors could learn a lot about bedside manner and advising patients on preventative health from alternative therapists.According to the Australian Journal of Public Health, 18% of patients visiting alternative therapists do so because they suffer from musculo-skeletal complaints; 12% suffer from digestive problems, which is only 1% more than those suffering from emotional problems. Those suffering from respiratory complaints represent 7% of their patients, and candida sufferers represent an equal percentage. Headache sufferers and those complaining of general ill health represent 6% and 5% of patients respectively, and a further 4% see therapists for general health maintenance.The survey suggested that complementary medicine is probably a better term than alternative medicine. Alternative medicine appears to be an adjunct, sought in times of disenchantment when conventional medicine seems not to offer the answer.Questions 14 and 15Choose the correct letter, A, B C or D.Write your answers in boxes 14 and 15 on your answer sheet.14 Traditionally, how have Australian doctors differed from doctors in many Western countries?A They have worked closely with pharmaceutical companies.B They have often worked alongside other therapists.C They have been reluctant to accept alternative therapists.D They have regularly prescribed alternative remedies.15 In 1990, AmericansA were prescribed more herbal medicines than in previous years.B consulted alternative therapists more often than doctors.C spent more on natural therapies than orthodox medicines.D made more complaints about doctors than in previous years.Questions 16-23Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 16-23 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this16 Australians have been turning to alternative therapies in increasing numbers over the past 20 years.17 Between 1983 and 1990 the numbers of patients visiting alternative therapists rose to include a further 8% of the population.18 The 1990 survey related to 550,000 consultations with alternative therapists.19 In the past, Australians had a higher opinion of doctorsthan they do today.20 Some Australian doctors are retraining in alternative therapies.21 Alternative therapists earn higher salaries than doctors.22 The 1993 Sydney survey involved 289 patients who visited alternative therapists for acupuncture treatment.23 All the patients in the 1993 Sydney survey had long-term medical complaints.Questions 24-26Complete the vertical axis on the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for answer.Write your answers in boxes 24-26 on your answer sheet.READING PASSAGE 3You should ,spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowPLAY IS A SERIOUS BUSINESSDoes play help develop bigger, better brains?Bryant Furlow investigatesA Playing is a serious business. Children engrossed in a make-believe world, fox cubs play-fighting or kittens teasing a ball of string aren’t just having fun. Play may look like a carefree and exuberant way to pass the time before the hard work of adulthood comes along, but there’s much more to it than that. For a start, play can even cost animals their lives. Eighty per cent of deaths among juvenile fur seals occur because playing pups fail to spot predators approaching. It is also extremely expensive in terms of energy. Playful young animals use around two or three per cent of their energy cavorting, and in children that figure can be closer to fifteen per cent. ‘Even two or three per cent is huge,’says John Byers of Idaho University. ‘You just don’t find animals wasting energy like that,’he adds. There must be a reason.B But if play is not simply a developmental hiccup, as biologists once thought, why did it evolve? The latest idea suggests that play has evolved to build big brains. In other words, playing makes you intelligent. Playfulness, it seems, is common only among mammals, although a few of the larger-brained birds also indulge. Animals at play often use unique signs —tail-wagging in dogs, for example —to indicate that activity superficially resembling adult behaviour is not really in earnest.A popular explanation of play has been that it helps juveniles develop the skills they will need to hunt, mate and socialise as adults. Another has been that it allows young animals to get in shape for adult life by improving their respiratory endurance. Both these ideas have been questioned in recent years.C Take the exercise theory. If play evolved to build muscle or as a kind of endurance training, then you would expect to see permanent benefits. But Byers points out that the benefits of increased exercise disappear rapidly after training stops, so any improvement in endurance resulting from juvenile play would be lost by adulthood. ‘If the function of play was to get into shape,’says Byers, ‘the optimum time for playing would depend on when it was most advantageous for the young of a particular species to do so. But it doesn’t work like that.’ Across species, play tends to peak about halfway through the suckling stage and then decline.D Then there’s the skills-training hypothesis. At first glance, playing animals do appear to be practising the complex manoeuvres they will need in adulthood. But a closer inspectionreveals this interpretation as too simplistic. In one study, behavioural ecologist Tim Caro, from the University of California, looked at the predatory play of kittens and their predatory behaviour when they reached adulthood. He found that the way the cats played had no significant effect on their hunting prowess in later life.E Earlier this year, Sergio Pellis of Lethbridge University, Canada, reported that there is a strong positive link between brain size and playfulness among mammals in general. Comparing measurements for fifteen orders of mammal, he and his team found larger brains (for a given body size) are linked to greater playfulness. The converse was also found to be true. Robert Barton of Durham University believes that, because large brains are more sensitive to developmental stimuli than smaller brains, they require more play to help mould them for adulthood. ‘I concluded it’s to do with learning, and with the importance of environmental data to the brain during development,’he says.F According to Byers, the timing of the playful stage in young animals provides an important clue to what’s going on. If you plot the amount of time a juvenile devotes to play each day over the course of its development, you discover a pattern typically associated with a ‘sensitive period’—a brief development window during which the brain can actually be modified in ways that are not possible earlier or later in life. Think of the relative ease with which young children — but not infants or adults —absorb language. Other researchers have found that play in cats, rats and mice is at its most intense just as this ‘window of opportunity’ reaches its peak.G ‘People have not paid enough attention to the amountof the brain activated by play,’ says Marc Bekoff from Colorado University. Bekoff studied coyote pups at play and found that the kind of behaviour involved was markedly more variable and unpredictable than that of adults. Such behaviour activates many different parts of the brain, he reasons. Bekoff likens it to a behavioural kaleidoscope, with animals at play jumping rapidly between activities. ‘They use behaviour from a lot of different contexts —predation, aggression, reproduction,’he says. ‘Their developing brain is getting all sorts of stimulation.’H Not only is more of the brain involved in play than was suspected, but it also seems to activate higher cognitive processes. ‘There’s enormous cognitive involvement in play,’says Bekoff. He points out that play often involves complex assessments of playmates, ideas of reciprocity and the use of specialised signals and rules. He believes that play creates a brain that has greater behavioural flexibility and improved potential for learning later in life. The idea is backed up by the work of Stephen Siviy of Gettysburg College. Siviy studied how bouts of play affected the brain’s levels of a particular chemical associated with the stimulation and growth of nerve cells. He was surprised by the extent of the activation. ‘Play just lights everything up,’he says. By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.I What might further experimentation suggest about the way children are raised in many societies today? We already know that rat pups denied the chance to play grow smaller brain components and fail to develop the ability to apply social rules when they interact with their peers. With schooling beginning earlier and becoming increasingly exam-orientated, play is likelyto get even less of a look-in. Who knows what the result of that will be?Questions 27-32Reading Passage 3 had nine paragraphs labeled A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 27-32 on your answer sheet.NB You may use any letter more than once.27 the way play causes unusual connections in the brain which are beneficial28 insights from recording how much time young animals spend playing29 a description of the physical hazards that can accompany play30 a description of the mental activities which are exercised and developed during play31 the possible effects that a reduction in play opportunities will have on humans32 the classes of animals for which play is importantQuestions 33-35Choose THREE letters A-F.Write your answers in boxes 33-35 on your answer sheet.The list below gives some ways of regarding play.Which THREE ways are mentioned by the writer of the text?A a rehearsal for later adult activitiesB a method animals use to prove themselves to their peer groupC an activity intended to build up strength for adulthoodD a means of communicating feelingsE a defensive strategyF an activity assisting organ growthQuestions 36-40Look at the following researchers (Questions 36-40) and the list of findings below.Match each researcher with the correct finding.Write the correct letter A-H in boxes 36-40 on your answer sheet.36 Robert Barton37 Marc Bekoff38 John Byers39 Sergio Pellis40 Stephen SiviyList of FindingsA There is a link between a specific substance in the brain and playing.B Play provides input concerning physical surroundings.C Varieties of play can be matched to different stages of evolutionary history.D There is a tendency for mammals with smaller brains to play less.E Play is not a form of fitness training for the future.F Some species of larger-brained birds engage in play.G A wide range of activities are combined during play.H Play is a method of teaching survival techniques.剑桥雅思阅读4原文参考译文(test2)Passage 1参考译文Lost for wordsMany minority languages are on the danger list语言的消失——许多少数民族语言濒临灭绝In the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.对于居住在美国西南部四州的那瓦霍人来讲，他们的语言正在遭遇灭顶之灾。
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From dept,emp
Where dept.deptno=emp.deptno(+)
Group by dept.deptno,dname,loc
--17、列出各种类别工作的最低工资
Select min(sal) from emp group by job
--13、列出每个部门的信息以及该部门中雇员的数量
select d.deptno,dname,count(ename) from dept d left join emp e on (d.deptno=e.deptno)
group by d.deptno,dname
--14、列出所有雇员的雇员名称、部门名称和薪金
--7、列出各种工作类别的最低薪金，显示最低薪金大于1500的记录
select job,min(sal) from emp group by job having min(sal)>1500;
--8、列出从事“SALES”（销售）工作的雇员的姓名，假定不知道销售部的部门编号
Select e.ename,d.dname,e.sal from emp e left join dept d on (d.deptno=e.deptno)
--15、列出从事同一种工作但属于不同部门的雇员的不同组合
Select tba.ename,tbb.ename,tba.job,tbb.job,tba.deptno,tba.deptno
select ename from emp where deptno = (select deptno from dept where dname=uppder('SALES'))
--9、列出薪金高于公司平均水平的所有雇员
select ename from emp where sal>(select avg(sal) from emp);
--2、列出薪金比"SMITH"多的所有雇员
select ename,sal from emp where sal>(select sal from emp where ename=upper('smith'));
--3、列出所有雇员的姓名及其直接上级的姓名
--5、列出部门名称和这些部门的雇员,同时列出那些没有雇员的部门
select dname,ename from dept d left join emp e on d.deptno=e.deptno;
--6、列出所有“CLERK”（办事员）的姓名及其部门名称
select ename,dname from emp e left join dept d on e.deptno=d.deptno where job=upper('clerk');
select ename,sal from emp where sal in (select sal from emp where deptno=30);
--12、列出某些雇员的姓名和薪金，条件是他们的薪金高于部门30中所有雇员的薪金
select ename ,sal from emp where sal>(select max(sal) from emp where deptno=30);
--18、列出各个部门的MANAGER（经理）的最低薪金
Select deptno,min(sal) from emp where job=upper(‘manager’) group by deptno
--19、列出按年薪排序的所有雇员的年薪
select (sal+nvl(comm,0))*12 as avn from emp order by avn
--20、列出薪金水平处于第四位的雇员
Select * from (Select ename,sal, rank() over (order by sal desc) as grade from emp) where grade=4
From emp tba,emp tbb
Where tba.job=tbb.job and tba.deptno<>tbb.deptno
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--16、列出分配有雇员数量的所有部门的详细信息，即使是分配有0个雇员
Select dept.deptno,dname,loc,count(empno)
select e.ename,m.ename from emp e,emp m where e.mgr=m.empno(+);
--4、列出入职日期早于其直接上级的所有雇员
select ename from emp e where hiredate<(select hiredate from emp where empno=e.mgr);
--10、列出与“SCOTT”从事相同工作的所有雇员
select ename from emp where job=(select job from emp where ename=upper('scott'));
--11、列出某些雇员的姓名和薪金，条件是他们的薪金等于部门30中任何一个雇员的薪金
--1、列出至少有一个雇员的所有部门
select distinct dname from dept where deptno in (select distinct deptno from emp);