剑桥雅思4Test4阅读译文Passage1
雅思Test 4 Passage 1 阅读译文
'Sleep comes more easily than it returns.'— Victor Hugo, Les Misérables入睡容易，醒过来难——维克多.雨果《悲惨世界》A It is estimated that one in three adults in westernised countries regularly wakes up in the middle of the night and has difficulty getting back to sleep. Physicians often diagnose 'insomnia' and prescribe sleeping pills, but these often have side effects such as negative interactions with food, drink or other drugs, and most are habit-forming. Cessation of the medication frequently causes unpleasant withdrawal symptoms, too, including panic attacks, mood-swings, and even heightened sleep disturbance. Is there a way to treat insomnia without such debilitating consequences?据估计，在西方国家中，有1/3的成年人经常会在半夜醒来，之后再难继续入睡。
医生经常会作出失眠症的诊断，然后开安眠药。
但是这些药通常是有副作用的，比如说和食物、饮料或其他药物发生不良反应，而且这些药大多数还容易上瘾。
如果停止用药，又会导致一些不良症状的反弹，比如产生恐慌、情绪波动，甚至是更严重的失眠。
剑桥雅思四test4第一篇,精读
第二句science科学/
第三句responsibility责任/ archaeologist考古学家/in today world今天世界中/
第四段：
第一句：Anthropology人类学/at its broadest在广义上/the study of研究/humanity人类–/physical characteristics身体特征as animals作为动物/unique non-biological characteristics特有的非生物特征/culture文化/.
第二句:toiling辛苦的/ in the sun在阳光下/on an excavation挖掘/in the Middle East在中东/work with和某人一起工作/living活着的/Inuit因纽特人/in the snows在雪中/Alaska阿拉斯加/investigate研究为了找出真相/sewers下水道/Roman Britain罗马大不列颠/.
第七段：
第一句:Nevertheless,然而/important tasks重要的任务/archaeologist today今天的考古学家/interpret解释/material culture物质文化/ in human terms.用人类的术语
第二句: pots罐子
第三句: dwellings住所/round圆形的/square方形的/
剑桥4阅读答案
Test1 reading答案1. F 2. F 3. T 4. T 5. F 6. NG 7. T 8. NG 9. M 10. E 11. G 12. P 13. J 14.B 15. taste buds 16. baleen/the baleen whales 17. forward ORdownward 18. freshwater dolphin(s) 19. water/the water 20. lower frequencies 21. bowhead ORhumpback 22. touch/sence of touch 23. freshwater dolphin(s) 24. airbome flying fish 25. clear water(s)/clear open water(s) 26. acoustic sense/the acoustic sense 27.C 28. C 29. A 30. E 31. C 32. A 33. pairs 34. shapes 35. sighted 36. sighted 37. deep 38. blind 39. similar 40. BTEST 2 reading答案1. isolation 2. economic globalisation/globalization/socioeconomic pressures 3. cultural identity 4. traditional skill 5. E 6. B 7. D 8. C 9. B 10. N 11. Y 12. NG 13. Y 14. C 15. B 16. Y 17. N 18. Y 19. Y 20. Y 21. NG 22. N 23. Y 24. emotional/emotional problems 25. headache/headaches 26. general ill health 27. H 28. F 29. A 30. H 31. I 32. B 33.A 34. C 35. F(33-35任选) 36.B 37. G 38. E 39. D 40. ATest3 reading答案1. A 2. D 3. C 4. C 5. Sudan OR India 6. bicycles 7. Shoes Shine/Shoe Shine Collective 8. life skills 9. N 10. NG 11. N 12. Y 13. A 14. III 15. I 16. IV 17. VI 18. plates/the plates/the tectonic plates 19. magma 20. ring of fire 21. 600/600 years/for 600years 22. water/the water/oceans/the oceans 23. lava/magma/molten rock 24. India/Western India 25. explodes 26. gases/the gases/trapped gases 27. D 28. E 29. C 30. D 31. F 32. (the)linguist(acts)/(the)linguists(act) 33. foreign languages 34. quality/the quality/the poor quality 35. non-verbal behaviour/non-verbal behavior/facial expression/facial expressions 36. camera/video camera/recording/video recording 37. frequency of usage/usage frequency 38. particular linguistic feature 39. size 40. intuitionsTest4 reading 答案1. T 2. NG 3. F 4. F 5. NG 6. T 7. genetics 8. power 9. injuries 10. training 11. A 12. D 13. B 14. Y 15. NG 16. N 17. Y 18. NG 19. N 20. D 21. E(20-21任选) 22.C 23.D 24. oral histories 25. humanistic study 26. historical discipline(25-26任选) 27. scientist 28. IV 29. I 30. III 31. V 32. B 33. B 34. A 35. B 36. N 37. Y 38. Y 39. NG 40. NG。
剑桥雅思真题4阅读及翻译Word
剑4T1P1Tropical RainforestsAdults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests - what and where they are, why they are important, what endangers them - independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure' curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous，more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term "rainforest". Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries：Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded chat rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised die idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ viewsabout the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified chat it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as "we are". About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was chat acid rain is responsible for rainforest destruction；A similar proportion said chat pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced. The misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rain forests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。
剑桥雅思阅读4原文翻译及答案解析（test3）
剑桥雅思阅读4原文翻译及答案解析(test3)为了帮助大家更好地备考雅思阅读，下面小编给大家分享剑桥雅思阅读4原文翻译及答案解析(test3)，希望对你们有用。
剑桥雅思阅读4原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Micro-Enterprise Credit for Street Youth‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko‘We’ve had business experience. Now I’m confident to expand what we’ve been doing. I’ve learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn’t know each other before —now we’ve made new friends.’Fan KaomaParticipants in the Youth Skills Enterprise Initiative Program, ZambiaIntroductionAlthough small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.Over the past nine years, Street Kids International (S.K.I.) hasbeen working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.BackgroundTypically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.Street Business PartnershipsS.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, whichthey used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.Lessons learnedThe following lessons have emerged from the programs that S.K.I. and partner organisations have created.Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation’s programs for at least six months, and trust and relationship-building will have already been established.The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.It is critical for all loans to be linked to training programs that include the development of basic business and life skills.There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual’s situation.Small loans are provided initially for purchasing fixed assetssuch as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).ConclusionThere is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.Questions 1-4Choose the correct letter, A, B, C or D.Write your answers in boxes 1-4 on your answer sheet.1 The quotations in the box at the beginning of the articleA exemplify the effects of S.K.I.B explain why S.K.I. was set up.C outline the problems of street children.D highlight the benefits to society of S.K.I.2 The main purpose of S.K.I. is toA draw the attention of governments to the problem of street children.B provide school and social support for street children.C encourage the public to give money to street children.D give business training and loans to street children.3 Which of the following is mentioned by the writer as a reason why children end up living on the streets?A unemploymentB warC povertyD crime4 In order to become more independent, street children mayA reject paid employment.B leave their families.C set up their own businesses.D employ other children.Questions 5-8Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.Write your answers in boxes 5-8 on your answer sheet.Country Organisations Involved Type of Project Support Provided5………………and………………S.K.I courier service ? provision of 6………………………Dominican Republic ? S.K.IY.W.C.A 7………………… ? loansstorage facilitiessavings plansZambia ? S.K.I.The Red CrossY.W.C.A. setting up small businesses ? business training8…………trainingaccess to creditQuestions 9-12Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 9-12 on your answer sheet writeYES if the statement agrees with the claims of the wirterNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this9 Any street child can set up their own small business if given enough support.10 In some cases, the families of street children may need financial support from S.K.I.11 Only one fixed loan should be given to each child.12 The children have to pay back slightly more money than they borrowed.Question 13Choose the correct letter, A, B, C or D.Write your answer in box 13 on your answer sheet.The writers conclude that money should only be lent to street childrenA as part of a wider program of aid.B for programs that are not too ambitious.C when programs are supported by local businesses.D if the projects planned are realistic and useful.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 on the following pages.Questions 14-27Reading Passage 2 has four sections A-D.Choose the correct heading for each section from the list of headings below.Write the correct number i-vi in boxes 14-17 on your answer sheet.List of HeadingsI Causes of volcanic eruptionIi Efforts to predict volcanic eruptionIii Volcanoes and the features of our planetIv Different types of volcanic eruptionV International relief effortsVi The unpredictability of volcanic eruptions14 Section A15 Section B16 Section C17 Section DVolcanoes-earth-shattering newsWhen Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlinesA Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.But the classic eruption — cone-shaped mountain, big bang, mushroom cloud and surges of molten lava — is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has abasement of volcanic basalt.Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. Thesefracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.Sometimes it is slow: vast bubbles of magma — molten rock from the mantle — inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in no rthern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa —the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like t he Giant’s Causeway in Northern Ireland? It was a slow, gentle eruption.The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates —the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ wh ere there have been the most violent explosions —Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mon t Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. Volcanoes are potentially world news, especially the quiet ones.Questions 18-21Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-21 on your answer sheet.18 What are the sections of the earth’s crust, often associated with volcanic activity, called?19 What is the name given to molten rock from the mantle?20 What is the earthquake zone on the Pacific Ocean called?21 For how many years did Mount Pinatubo remain inactive?Questions 22-26Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.Volcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23……. moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowObtaining Linguistic DataA Many procedures are available for obtaining data about alanguage. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.B In all cases, someone has to act as a source of language data — an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a lin guist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.C Many factors must be considered when selecting informants —whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about thebest investigative techniques to use.D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be li stened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general.A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.F Linguists also make great use of structured sessions, inwhich they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency of usage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplementedby data derived from the intuitions of native speakers of the language, through either introspection or experimentation.Questions 27-31Reading Passage 3 has seven paragraphs labeled A-G.Which paragraph contains the following information?Write the correct letter A-G in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 the effect of recording on the way people talk28 the importance of taking notes on body language29 the fact that language is influenced by social situation30 how informants can be helped to be less self-conscious31 various methods that can be used to generate specific dataQuestions 32-36Complete the table below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 32-36 on your answer sheet.METHODS OF OBTAINING LINGUISTIC DATA ADVANTAGES DISADVANTAGES32……as informant convenient method of enquiry not objective enoughNon-linguist as informant necessary with 33…… and child speech the number of factors to be consideredRecording an informant allows linguists’ claims to be checked 34……of soundVideoing an informant allows speakers’ 35…… to be observed 36……might mi ss certain thingsQuestions 37-40Complete the summary of paragraph G below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.剑桥雅思阅读4原文参考译文(test3)Passage1参考译文Micro-Enterprise Credit for Street Youth流浪儿童的小型企业贷款‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko“我来自一个贫困的大家庭。
剑桥雅思4 Test4 阅读译文 P3
雅思为各位考生推荐复习材料-剑 4 T4 阅读译文 P3-稀缺资源的问题,本单元其他相关译文，请点击：剑4 T4 阅读译文 P1-人类的运动极限没有尽头；剑4 T4 阅读译文 P2-考古学的本质和目的。
参考译文The Problem of Scarce Resources稀缺资源的问题Section AThe problem of how health-care resources should be allocated or apportioned, so that they are distributed in both the most just and most efficient way, is not a new one. Every health system in an economically developed society is faced with the need to decide (either formally or informally) what proportion of the community’s total resources should be spent on health-care; how resources are to be apportioned; what diseases and disabilities and which forms of treatment are to be given priority; which members of the community are to be given special consideration in respect of their health needs; and which forms of treatment are the most cost-effective.A卫生保健资源应该如何分配或指定以保证它们能以最公平、最有效的方式分布，这个问题已经不算新了。
TPO4阅读解析-Passage1
Q1答案：D解析：以White-tailed deer做关键词定位至最后一句，提到白尾鹿过去在什么地方，现在在什么地方，也就是它们的生活环境发生了变化，所以D不再在原来的地方生活正确，其他选项都未提到。
Q2答案：B解析：题干问的是冬天的环境会怎样，没有确切的定位词，但可以看到该段最后一句snow on the ground 说的是冬天的环境，该句话说的是在地面上，即使有雪，林下植被也会暴露在表面，而前面第一句话说到这些林下植被都是鹿的食物，所以很容易推断出答案选B。
Q3答案：C解析：inhibit“阻止，阻拦”，后半句说鹿吃别的东西去了，说明没有这种草，也就是这种草没长起来，之前说森林这种草的生长，当然是阻止，A“组成”B“结合”意思差不多，都不正确。
D“建立”完全不符合文意。
Q4答案：D解析：in the same breath是“同时”或者“立刻”之意，所以D immediately正确，代回原文，说那些人知道1800年代有很多鹿，但他们又因为没有鹿而难过，A“没耐心”B“不幽默”都不符合文意，C“持续”不能表达当时人们失望的心情，而且原文也没有信息说持续难过，所以不正确。
Q5答案：A解析：这两个人是早期探险家的一个例子，读前句，他们知道原本有很多鹿但又没找到，很显然这句话不足以作为一个观点，本段中心句说鹿的数量变化很大，这是一个中心，而A选项刚好是这个中心，正确。
Q6答案：C解析：以人名和时间做关键词定位至最后一句，说那些鹿消失了，还有被猎杀了，所以应该是没有鹿了，B正好相反，C正确，作者只是说把鹿打死为了保护农作物，没说农作物的产量上升，D错误，A未提及。
Q7答案：A解析：往前句看，前句说the numbers of deer declined still further，鹿的数量进一步下降，然后才让读者recall哥伦比亚白尾鹿的例子，也就是说白尾鹿就是人类破坏生存环境导致鹿群数量下降的一个证明，所以答案A正确。
剑4.test4.passage1
iyoQ 1 – 6TRUE FALSE NOT GIVEN1.关键句：Since the early years of the twentieth century, when the International AthleticFederation began keeping record, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through space.直译：自从20世纪早期以来，也就是当国际田联开始记录成绩以来,运动员们在奔跑速度，跳高高度以及投掷远度方面都在稳步上升。
解析：现代官方运动成绩记录是从1900左右开始的。
这条信息中的about 1990 与since the early years of the twenties century.是同义，在叙述了这个时间之后，文中又加以解释，这个时间也是国际田联开始记录成绩的时候，所以我们可以判断，成绩的记录开始与1900年左右。
该陈述是正确的TRUE2.关键句：与上题一样文中提到了记录成绩之后成绩提升的很快，但这并不能说这之前就只有很小的进步。
所以NOT GIVEN3.关键句：For the so-called power events – that require a relatively brief, explosive release ofenergy, like the 100-metre sprint and the long jump – times and distances have improved ten to twenty per cent. In the endurance events the results have been more dramatic.直译：对于所谓的力量型运动，也就是需要爆发力的项目，比如100米或者跳远，时间和距离的进步都在10% 到20%左右。
剑桥雅思阅读6原文及答案解析（test4）
剑桥雅思阅读6原文及答案解析(test4)雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读6原文(test4)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.Questions 1-7Reading Passage 1 has seven paragraphs, A-G.Choose the correct heading for each paragraph from the list of headings below.Write the correct number, i-x, in boxes 1-7 on your answer sheet.List of Headingsi Not all doctors are persuadedii Choosing the best offersiii Who is responsible for the increase in promotions?Iv Fighting the drug companiesv An example of what doctors expect from drug companies vi Gifts include financial incentivesvii Research shows that promotion worksviii The high costs of researchix The positive side of drugs promotionx Who really pays for doctors’ free gifts?1 Paragraph A2 Paragraph B3 Paragraph C4 Paragraph D5 Paragraph E6 Paragraph F7 Paragraph GDoctoring salesPharmaceuticals is one of the most profitable industries inNorth America. But do the drugs industry’s sales andmarketing strategies go too far?A A few months ago Kim Schaefer, sales representative of a major global pharmaceutical company, walked into a medical center in New York to bring information and free samples of her company’s latest products. That day she was lucky — a doctor was available to see her. ‘The last rep offered me a trip to Florida. What do you have?’ the physic ian asked. He was only half joking.B What was on offer that day was a pair of tickets for a New York musical. But on any given day, what Schaefer can offer is typical for today’s drugs rep — a car trunk full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician $200 to prescribe her new product to the next six patients who fit the drug’s profile. And she also has a few $1,000 honoraria to offer in exchange for doctors’ attendance at her company’s next educational lecture.C Selling pharmaceuticals is a daily exercise in ethical judgement. Salespeople like Schaefer walk the line between the common practice of buying a prospect’s time with a free mea l, and bribing doctors to prescribe their drugs. They work in an industry highly criticized for its sales and marketing practices, but find themselves in the middle of the age-old chicken-or-egg question —businesses won’t use strategies that don’t work, so are doctors to blame for the escalating extravagance ofpharmaceutical marketing? Or is it the industry’s responsibility to decide the boundaries?D The explosion in the sheer number of salespeople in the field — and the amount of funding used to promote their causes —forces close examination of the pressures, influences and relationships between drug reps and doctors. Salespeople provide much-needed information and education to physicians. In many cases the glossy brochures, article reprints and prescriptions they deliver are primary sources of drug education for healthcare givers. With the huge investment the industry has placed in face-to-face selling, salespeople have essentially become specialists in one drug or group of drugs — a tremendous advantage in getting the attention of busy doctors in need of quick information.E But the sales push rarely stops in the office. The flashy brochures and pamphlets left by the sales reps are often followed up with meals at expensive restaurants, meetings in warm and sunny places, and an inundation of promotional gadgets. Rarely do patients watch a doctor write with a pen that isn’t emblazoned with a drug’s name, or see a nurse use a tablet not bearing a pharmaceutical company’s logo. Millions of dollars are spent by pharmaceutical companies on promotional products like coffee mugs, shirts, umbrellas, and golf balls. Money well spent? It’s hard to tell. ‘ I’ve been the recipient of golf balls from one company and I use them, but it doesn’t make me prescribe their me dicine,’ says one doctor. ‘I tend to think I’m not influenced by what they give me.’F Free samples of new and expensive drugs might be the single most effective way of getting doctors and patients to become loyal to a product. Salespeople hand out hundreds ofdollars’ worth of samples each week —$7.2 billion worth of them in one year. Though few comprehensive studies have been conducted, one by the University of Washington investigated how drug sample availability affected what physicians prescribe.A total of 131 doctors self-reported their prescribing patterns —the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.G The bottom line is that pharmaceutical companies as a whole invest more in marketing than they do in research and development. And patients are the ones who pay — in the form of sky-rocketing prescription prices —for every pen that’s handed out, every free theatre ticket, and every steak dinner eaten. In the end the fact remains that pharmaceutical companies have every right to make a profit and will continue to find new ways to increase sales. But as the medical world continues to grapple with what’s acceptable and what’s not, it is dear that companies must continue to be heavily scrutinized for their sales and marketing strategies.Questions 8-13Do the following statements agree with the views of the writer in Reading Passage 1?In boxes 8-13 on your answer sheet, writeYES if the statement agree 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 this8 Sales representatives like Kim Schaefer work to a very limited budget.9 Kim Schaefer’s marketing technique may be open tocriticism on moral grounds.10 The information provided by drug companies is of little use to doctors.11 Evidence of drug promotion is clearly visible in the healthcare environment.12 The drug companies may give free drug sample to patients without doctors’ prescriptions.13 It is legitimate for drug companies to make money.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Do literate women make better mothers?Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts in public health accepted this idea decades ago, but until now no one has been able to show that a woman’s ability to read in itself improves her children’s chances of survival.Most literate women learnt to read in primary school, and the fact that a woman has had an education may simply indicate her family’s wealth or that it values its child ren more highly. Now a long-term study carried out in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children’s health and survival.In 1979, the government of Nicaragua established a number of social programmes, including a National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the country, many of whom had never attended primary school, had learnt how to read, write and use numbers.During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all. The women were asked how many children they had given birth to and how many of them had died in infancy. The research teams also examined the surviving children to find out how well-nourished they were.The investigators’ findings were striking. In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. At this point in their lives, those mothers who later went on to learn to read had a similar level of child mortality (105/1000). For women educated in primary school, however, the infant mortality rate was significantly lower, at 80 per thousand.In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those who remained illiterate and for those educated in primary school remained more or less unchanged. For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still illiterate. The children of the newly-literate mothers were also better nourished than those of women who could not read.Why are the children of literate mothers better off? According to Peter Sandiford of the Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the curriculum during the women’s lessons, so he and his colleagues are looking at other factors. They are working with thesame group of 3,000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modern childcare techniques more quickly, or whether they merely have more respect for themselves and their children.The Nicaraguan study may have important implications for governments and aid agencies that need to know where to direct their resources. Sandiford says that there is increasing evidence that female educatio n, at any age, is ‘an important health intervention in its own right’. The results of the study lend support to the World Bank’s recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health.‘We’ve known for a long time that maternal education is important,’ says John Cleland of the London School of Hygiene and Tropical Medicine. ‘But we thought that even if we started educating girls today, we’d have to wait a generati on for the pay-off. The Nicaraguan study suggests we may be able to bypass that.’Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful. ‘The crusade was part of a larger effort to bring a better life to the people,’ says Cleland. Replicating these conditions in other countries will be a major challenge for development workers.Questions 14-18Complete the summary using the list of words, A-J, below.Write the correct letter, A-J, in boxes 14-18 on your answer sheet.NB You may use any letter more than once.The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate 14............... to read and write. Public health experts have known for many years that there is a connection between child health and 15............... . However, it has not previously been known whether these two factors were directly linked or not. This question has been investigated by 16............... in Nicaragua. As a result, factors such as 17............... and attitudes to children have been eliminated, and it has been shown that 18............... can in itself improve infant health and survival.A child literacyB men and womenC an international research teamD medical careE mortalityF maternal literacyG adults and children H paternal literacy I a National Literacy CrusadeJ family wealthQuestions 19-24Do the following statements agree with the claims of the writer in Reading Passage 2?In boxes 19-24 on your answer sheet, writeYES if the statement agree with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what writer thinks about this19 About a thousand of the women interviewed by the researchers had learnt to read when they were children.20 Before the National Literacy Crusade, illiterate women hadapproximately the same levels of infant mortality as those who had learnt to read in primary school.21 Before and after the National Literacy Crusade, the child mortality rate for the illiterate women stayed at about 110 deaths for each thousand live births.22 The women who had learnt to read through the National Literacy Crusade showed the greatest change in infant mortality levels.23 The women who had learnt to read through the National Literacy Crusade had the lowest rates of child mortality.24 After the National Literacy Crusade, the children of the women who remained illiterate were found to be severely malnourished.Question 25 and 26Choose TWO letters, A-E.Write the correct letters in boxes 25 and 26 on your answer sheet.Which TWO important implications drawn from the Nicaraguan study are mentioned by the writer of the passage?A It is better to educate mature women than young girls.B Similar campaigns in other countries would be equally successful.C The effects of maternal literacy programmes can be seen very quickly.D Improving child health can quickly affect a country’s economy.E Money spent on female education will improve child health.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.Questions 27-30Reading Passage 3 has six sections, A-F.Choose the correct heading for sections A-D from the list of headings below.Write the correct number, i-vii, in boxes 27-30 on your answer sheet.List of Headingsi The role of video violenceii The failure of government policyiii Reasons for the increased rate of bullyingiv Research into how common bullying is in British schools v The reaction from schools to enquiries about bullyingvi The effect of bullying on the children involvedvii Developments that have led to a new approach by schools27 Sections A28 Sections B29 Sections D30 Sections DPersistent bullying is one of the worst experiences a child can face. How can it be prevented?Peter Smith, Professor of Psychology at the University of Sheffield, directed the SheffieldAnti-Bullying Intervention Project, funded by the Department for Education.Here he reports on his findings.A Bullying can take a variety of forms, from the verbal —being taunted or called hurtful names ?—to the physical —being kicked or shoved — as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter ofpupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: ‘There is not much bullying here, but when it occur s we have a clear policy for dealing with it.’D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after’ evaluationsof interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time —not just imposed from the head tea cher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame’, can be useful in changing the behaviour of bullying pupils without confronting them directly,although other sanctions may be needed for those who continue with persistent bullying.Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying — and the consequent improvement in pupil happiness — is surely a worthwhile objective.Questions 31-34Choose the correct letter, A, B, C or D.Write the correct letter in boxes 31-34 on your answer sheet.31 A recent survey found that in British secondary schoolsA there was more bullying than had previously been the case.B there was less bullying than in primary schoolsC cases of persistent bullying were very common.D indirect forms of bullying were particularly difficult to deal with.32 Children who are bulliedA are twice as likely to commit suicide as the average person.B find it more difficult to relate to adults.C are less likely to be violent in later life.D may have difficulty forming relationships in late life.33 The writer thinks that the declaration ‘There is no bullying at this school’A is no longer true in many schools.B was not in fact made by many schools.C reflected the school’s lack of concern.D reflected a lack of knowledge and resources.34 What were the findings of research carried out in Norway?A Bullying declined by 50% after an anti-bullying campaign.B Twenty-one schools reduced bullying as a result of an anti-bullying campaign.C Two years is the optimum length for an anti-bullying campaign.D Bullying is a less serious problem in Norway than in the UK.Questions 35-39Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 35-39 on your answer sheet.What steps should schools take to reduce bullying?The most important step is for the school authorities to produce a 35............... which makes the school’s attitude towards bullying quite clear. It should include detailed 36...............as to how the school and its staff will react if bullying occurs.In addition, action can be taken trough the 37.............. . This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion. On its own, however, it is insufficient to bring about a permanent solution.Effective work can also be done with individual pupils and small groups. For example, potential 38............... of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a ‘no blame’ approach, which avoids confronting the offender too directly, is often effective.Playground supervision will be more effective if members of staff are trained to recognize the difference between bullying and mere 39...............Questions 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.Which of the following is the most suitable title for Reading passage 3?A Bullying: what parents can doB Bullying: are the media to blame?C Bullying: the link with academic failureD Bullying: from crisis management to prevention剑桥雅思阅读6原文参考译文(test4)PASSAGE 1 参考译文：Doctoring salesPharmaceuticals is one of the most profitable industries in North America. But do the drugs industry’s sales and marketing strategies go too far?医药营销制药业是北美地区利润最大的行业之一。
剑桥雅思真题4-阅读test3(附答案)
剑桥雅思真题4-阅读test3（附答案）Reading Passage 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.Although small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.Over the past nine years, Street Kids International (S.K.I.) has been working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.BackgroundTypically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.Street Business PartnershipsS.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which theywere required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.Lessons learnedThe following lessons have emerged from the programs that S.K.I. and partner organisations have created.•Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation's programs for at least six months, and trust and relationship-building will have already been established.•The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.•It is critical for all loans to be linked to training programs that include the development of basic business and life skills.•There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual's situation.•Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.•All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).ConclusionThere is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.Questions 1-4Choose the correct letter, A, B C or D.Write your answers in boxes 1-4 on your answer sheet.1 The quotations in the box at the beginning of the articleA exemplify the effects of S.K.I.B explain why S.K.I. was set up.C outline the problems of street children.D highlight the benefits to society of S.K.I.2 The main purpose of S.K.I. is toA draw the attention of governments to the problem of street children.B provide schools and social support for street children.C encourage the public to give money to street children.D give business training and loans to street children.3 Which of the following is mentioned by the writer as a reason why children end up living on the streets?A unemploymentB warC povertyD crime4 In order to become more independent, street children mayA reject paid employment.B leave their families.C set up their own businesses.D employ other children.Questions 5-8Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.Write your answers in boxes 5-8 on your answer sheet.Questions 9-12Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 9-12 on your answer sheet writeYES if the statement agrees with the claims of the wirterNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this9 Any street child can set up their own small business if given enough support.10 In some cases, the families of street children may need financial support from S.K.I.11 Only one fixed loan should be given to each child.12 The children have to pay back slightly more money than they borrowed.Question 13Choose the correct letter, A, B, C or D.Write your answer in box 13 on your answer sheet.The writers conclude that money should only be lent to street childrenA as part of a wider program of aid.B for programs that are not too ambitious.C when programs are supported by local businesses.D if the projects planned are realistic and useful.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 on the following pages.Volcanoes-earth-shattering newsWhen Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlinesA Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.But the classic eruption —cone-shaped mountain, big bang, mushroom cloud and surges of molten lava —is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has a basement of volcanic basalt.V olcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding againsteach other, or even overlapping, at the rate of a few centimetres a year. These fracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.Sometimes it is slow: vast bubbles of magma —molten rock from the mantle —inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in northern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa — the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like the Giant’s Causeway in Northern Ireland? It was a slow, gentle eruption.The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates — the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ where there have been the most violent explosions — Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mont Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. V olcanoes are potentially world news, especially the quiet ones.Questions 14-17Reading Passage 2 has four sections A-D.Choose the correct heading for each section from the list of headings below.Write the correct number i-vi in boxes 14-17 on your answer sheet.14 Section A15 Section B16 Section C17 Section DQuestions 18-21Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-21 on your answer sheet.18 What are the sections of the earth’s crust, often associated with volcanic activity, called?19 What is the name given to molten rock from the mantle?20 What is the earthquake zone on the Pacific Ocean called?21 For how many years did Mount Pinatubo remain inactive?Questions 22-26Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.V olcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23…… . moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.Obtaining Linguistic DataA Many procedures are available for obtaining data about a language. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.B In all cases, someone has to act as a source of language data —an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generativeapproach to linguistics. But a linguist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.C Many factors must be considered when selecting informants —whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about the best investigative techniques to use.D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be listened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general. A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.F Linguists also make great use of structured sessions, in which they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency ofusage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplemented by data derived from the intuitions of native speakers of the language, through either introspection or experimentation.Questions 27-31Reading Passage 3 has seven paragraphs labeled A-G.Which paragraph contains the following information?Write the correct letter A-G in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 the effect of recording on the way people talk28 the importance of taking notes on body language29 the fact that language is influenced by social situation30 how informants can be helped to be less self-conscious31 various methods that can be used to generate specific dataQuestions 32-36Complete the table below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Complete the summary of paragraph G below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.参考答案1 A2 D3 C4 C5 Sudan India (IN EITHER ORDER, BOTH REQUIRED FOR ONE MARK)6 bicycles7 Shoe Shine / Shoe Shine Collective8 life skills9 NO10 NOT GIVEN11 NO12 YES13 A14 iii15 i16 iv17 vi18 plates/the plates/the tectonic plates19 magma20 ring of fire21 600 /600 years / for 600 years22 water / the water / oceans / the oceans23 lava /magma / molten rock24 India / western India25 explodes26 gases / the gases / trapped gases27 D28 E29 C30 D31 F32 (the) linguist (acts)/(the) linguists (act)33 foreign languages34 quality / the quality / the poor quality35 non-verbal behaviour / non-verbal behavior / facial expression / facial expressions36 camera / video camera / recording / video recording37 frequency of usage / usage frequency38 particular linguistic feature39 size40 intuitions。
雅思4-4阅读汇总(中英文对照)
Reading :∙英文原文∙中文对照Lost for words无言以对In the Native American Navajo nation which sprawls across four states in the American south-west, the native language is dying.对于美洲土著纳瓦霍人（其居住在美国西南四州）而言，他们的土著语正遭受灭顶之灾。
Most of its speakers are middle-age or elderly.讲土著语的大都是中年或老年人。
Although many students take classes in Navajo, the schools are run in English.尽管很多学生仍然在学校中学习纳瓦霍语，但是学校的官方语言却是英语。
Street sign, supermarket goods and even their own newspaper are all in English.路牌、超市商品、甚至他们自己的报纸都是使用英语的。
Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’ time.不足为奇的是，语言学家已经开始猜测一百年后到底还会不会有讲纳瓦霍语的土著人存在。
Navajo is far from alone.并非只有纳瓦霍语才如此。
Half the world’s 6,800 languages are likely to vanish within two generations - that’s one language lost every ten days. 全世界6800种语言当中，有一半很可能在两代人之后彻底消失，这相当于每十年就有一种语言消亡。
雅思阅读单词Test 4 Reading Passage 1
Test 4 Reading Passage 11. A few months ago Kim Schaefer, sales representative of a major global pharmaceutical company, walked into a medical center in New York to bring information and free samples of her company’s latest products.Representative: n. 代表，代理人，代表人物，典型，众议员Pharmaceutical: adj. 制药学的，制药的，药物的，药品的2. But on any given day, what Schaefer can offer is typical for today’s drugs rep - a car trunk full of promotional gifts and gadgets, a budget could buy lunches and dinners for a small country, hundreds of free drug samples and the freedom to give a physician $200 to prescribe her new product to the next six patients who fit the drug’s profile.Promotional: adj. 促销的，增进的，奖励的，推销的Gadget: n. 小配件，小玩意，小工具Budget: n. 预算，安排，预定Profile: n. 属性，轮廓，侧面，外形，剖面，简况3.Selling pharmaceuticals is a daily exercise in ethical judgement.Ethical: adj. 伦理的，道德的，民族的4.Salespeople like Schaefer walk the line between the common practice of buying a prospect’s time with a free meal, and bribing doctors to prescribe their drugs.Prospect: n. 前途，预期，前景Prescribe: v. 规定，开药方，开处方5.They work in an industry in highly criticized for its sales and marketing practices, but find themselves in the middle of the age-old chicken-or-egg and question - business won’t use strategies that don’t work, so are doctors to blame for the escalating extravagance of pharmaceutical marketing?Criticize: v. 批评，批判，苛求，非难Escalating: adj 上升的，不断升级的，逐步升高的Extravagance: n. 奢侈，浪费，过度，挥霍6.In many cases the glossy brochures, article reprints and prescriptions they deliver are primary sources of drug education for healthcare givers.Primary: adj. 主要的，初级的，基本的7.With the huge investment the industry has placed in face-to-face selling, salespeople have essentially become specialists in one drug or group of drugs - a tremendous advantage in getting the attention of busy doctors in need of quick information.Tremendous: adj. 极大的，巨大的，惊人的，非常多的8.Though few comprehensive studies have been conducted, one by the University of Washington investigated how drug sample availability affected what physicians prescribe.Availability: n. 可用性，时效性，实用性9. A total of 131 doctors self-reported their prescribing patterns - the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.Dispense: v. 分配，分发，调价，免除，执行10.In the end the fact remains that pharmaceutical companies have every fight to make a profit and will continue o find new ways to increase sales.make a profit: 获利，赚钱，挣钱11.But as the medical world continues to grapple with what’s acceptable and what’s not, it is clear that companies must continue to be heavily scrutinized for their sales and marketing strategies.Scrutinized: adj. 详细检查的，审核的Test 4 Reading Passage 21.Now a long-term study carried out in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children’s health and survival.Eliminate: v. 淘汰，除去，消除，排除Illiterate: adj. 文盲的，不识字的，没受教育的2.During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all.Literacy: n. 读写能力，精通文学，识字，有文化Crusade: n. 改革运动，十字军东侵3.The research teams also examined the surviving children to find out how well-nourished they were.well-nourished: adj. 营养良好的4.In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births.infant mortality rate : 婴儿死亡率，新生儿死亡率5.They are working with the same group of 3000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modern childcare techniques more quickly, or whether they merely have more respect for themselves and their children.opt for: 选择，抉择Exert: v. 运用，发挥，使用，施加6.The Nicaraguan study may have important implications for governments and agencies that need to know where to direct their resources.Implication: n. 影响，启示，含意，暗示7.Sandiford says that there is increasing evidence that female education, at any age, is ‘an important health intervention in its own right ‘.Intervention: n. 介入，调停，妨碍，干涉，干预8.The Nicaraguan study suggests we may be able to bypass that.Bypass: v. 绕开，忽视，迂回9.It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful.Immediate: adj. 立即的，直接的Impact: n. 影响，效果，冲击，撞击，冲突10.Replicating these conditions in other countries will be a major challenge for developmentworkers.Replicate: v. 复制，折叠Test 4 Reading Passage 31.Persistent bullying is one of the worst experiences a child can face.Persistent: adj. 坚持的，持久稳固的，固执的2.Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education.Intervention: n. 介入，调停，妨碍3.Bullying can take a variety of forms, from the verbal - being taunted or called hurtful names - to the physical - being kicked or shoved - as well as indirect forms, such as being excluded from social groups.Exclude: v. 排除，排除在外，驱除，拒绝接纳4.Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.Victimise: v. 使受害，使牺牲，欺骗Interpersonal: adj. 人际的，密切的，人与人之间的Convicted: adj. 证明有罪的5.Perhaps as a consequence, schools would often deny the problem.Consequence: n. 结果，重要性，推论，效果，后果6.First is an awareness of the severity of the problem.Awareness: n. 认识，意识，明白，知道，认知Severity: n. 严重，严格，猛烈7.For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year.Package: n. 包，包裹，套装软件，包装8.This comes from carefully conducted ‘before and after ‘evaluations of interventions in schools, monitored by a research team.Evaluation: n. 评估，评价，估算Monitor: v. 指导，监控，检测，监视9.Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed.Explicit: adj. 明确的，清楚的，直率的，详述的，明显的10.The policy should be developed through consultation, over a period of time - not just imposed from the head teacher’s office!Consultation: n. 咨询，磋商，会诊，讨论会Imposed: adj. 强加的，施加的，应用的，强制的11.Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.Disseminate: v. 宣传，传播，散布12.There are ways of dealing with the topic through the curriculum, using video, drama and literature.Curriculum: n. 课程13.These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying.Phase: n. 阶段，时期14.They are also useful in renewing the policy for new pupils, or revising it in the light of experience.Revise: v. 校正，修改，修正in the light of: 按照，根据，鉴于，依据15.But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.Substitute: n. 代用品，代替者，代替，替补16.Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.Confront: v. 对立，面对，对抗17.One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts.Distinguish from: 同...区别开来，区别，区分，辨别，与...不同的是Conflict: n. 矛盾冲突，斗争，战斗18.Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.Possibility: n. 可能性，可能发生的事务，可能的事Frustration: n. 挫折，失败，失望19.The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be.Involvement: n. 参与，包含，混乱，财政困难20.The reduction in bullying - and the consequent improvement in pupil happiness - is surely a worthwhile objective.Consequent: adj. 随之发生的，作为结果的。
剑桥雅思4Test4阅读译文Passage2
剑桥雅思4Test4阅读译文Passage2雅思为各位考生推荐复习材料-剑 4 T4 阅读译文 P2-考古学的本质和目的,本单元其他相关译文，请点击：剑4 T4 阅读译文 P1-人类的运动极限没有尽头。
Passage2参考译文THE NATURE AND AIMS OF ARCHAEOLOGY考古学的本质和目的Archaeology is partly the discovery of the treasures of the past, partly the careful work of the scientific analyst, partly the exercise of the creative imagination. It is toiling in the sun on an excavation in the Middle East, it is working with living Inuit in the snows of Alaska, and it is investigating the sewers of Roman Britain. But it is also the painstaking task of interpretation, so that we come to understand what these things mean for the human story. And it is the conservation of the world’s cultural heritage against looting and careless harm.考古学部分是对过去财富的发现，部分是科学分析的严谨工作，部分是创造性想像的练习。
同时也是在阳光下辛苦地在中东挖掘，在雪中的阿拉斯加和因纽特人一起工作，研究罗马大不列颠的下水道。
但是它也是辛苦解释工作，以使我们理解在人类历史中这些东西代表了什么。
2019-2020-解析剑四阅读-实用word文档 (1页)
2019-2020-解析剑四阅读-实用word文档本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==解析剑四阅读剑四TEST 1 Passage one一.主要内容：这篇文章讲的主要是一个 study ， a study about childrensscientific knowledge and attitudes to rain forests (主题句，第四段第一句) 开展这个 study 的主要原因是 children harbor misconceptions about pure , curriculum science . And these ideas may be developed by children absorbing ideas through the popular media .。
并且 little formal information is available about children ideas in this area大概介绍了这个 study 的背景和目的之后，文章就开始涉及五个 open - form questions (敞开式)。
第一个问题是要学生介绍 rainforest (第四段);第二个问题是关于热带雨林的地理分布(第四段);第三个关于热带雨林的重要性(第五段);第四个关于热带雨林被破坏的原因(第六段);最后一个问题是有关保护热带雨林的重要性(第八段)。
Study 的结果证明了孩子对热带雨林有误解，并且提出了 environmental education 对孩子的重要性。
二.习题解析(一) True or false not given 的判断标准：1. true : 文章内完全有的; 可以推断的2. false ：和文章内容完全相反;或是和文章内容不一致3. not given ：从文章中找不到;也推断不出来(二)解析 passage one 中此类题。
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雅思为各位考生推荐复习材料-剑 4 T4 阅读译文 P1-人类的运动极限没有尽头,需要本课程其他译文的同学，请点击：剑4 T3 阅读译文 P1-流浪儿童的小型企业贷款；剑4 T3 阅读译文 P2-火山——惊天动地大消息。
Passage1参考译文How much higher? How much faster?—Limits to human sporting performance are not yet in sight—多高?多快?——人类的运动极限没有尽头Since the early years of the twentieth century, when the International Athletic Federation began keeping records, there has been a steady improvement in how fast athletes run, how high they jump and how far they are able to hurl massive objects, themselves included, through space. For the so-called power events — that require a relatively brief, explosive release of energy, like the 100-metre sprint and the long jump — times and distances have improved ten to twenty per cent. In the endurance events the results have been more dramatic. At the 1908 Olympics, John Hayes of the U.S. team ran a marathon in a time of 2:55:18. In 1999, Morocco’s Khalid Khannouchi set a new world record of 2:05:42, almost thirty per cent faster.自从20世纪早期国际田联开始记录成绩以来，运动员奔跑的速度，跳的高度，投掷重物的距离都在稳步提髙。
在那些需要爆发力的项目，比如100米跑和跳远项目中，时间和距离都提高了10%-20%。
在耐力项目中，运动成绩提高得更多。
1908年的奥运会上，美国队的约翰?海因跑出了2小时55分18秒的马拉松成绩。
在1999年，摩洛哥的选手海耶斯以2小时05分42秒的成绩创造了新的世界记录，几乎提高了30%。
No one theory can explain improvements in performance, but the most important factor has been genetics. ‘The athlete must choose his parents carefully,’ says Jesus Dapena, a sports scientist at Indiana University, invoking an oftcited adage. Over the past century, the composition of the human gene pool has not changed appreciably, but with increasing global participation in athletics — and greater rewards to tempt athletes — it is more likely that individuals possessing the unique complement of genes for athletic performance can be identified early. ‘Was there someone like [sprinter] Michael Johnson in the 1920s?’ Dapena asks. ‘I’m sure there was, but his talent was probably never realised.’没有任何一个人的理论可以解释成绩的提高，但是最重要的因素是基因。
印第安纳大学的运动科学家Jesus Dapena援引一常用谚语说“运动员必须小心选择自己的父母。
”在过去的一个世纪里，人类基因库的成分并没有显著地变化，只是全世界有越来越多的人参与了这项运动，诱惑运动员提髙成绩的物质奖励也越来越多，因此现在比以往更有可能尽早发现那些独具运动员基因的个体。
Dapena问道：“在20世纪20年代，能找到像短跑运动员迈克?杰克逊一样的人吗?我敢肯定是能的，只是人们从未意识到他身上具有的才能。
”Identifying genetically talented individuals is only the first step. Michael Yessis, an emeritus professor of Sports Science at California State University at Fullerton, maintains that ‘genetics only determines about one third of what an athlete can do. But with the right training we can go much further with that one third than we’ve been going.’ Yessis believes that U.S. runners, despite their impressive achievements, are ‘running on their genetics’. By applying more scientific methods, ‘they’re going to go much faster’. These methods include strength training that duplicates what they are doing in their running events as well as plyometrics, a technique pioneered in the former Soviet Union.识别基因优秀的个体只是第一步。
加州大学FuUerton分校的运动科学系的退休教授Michael Yessis认为基因在运动员的表现上只起三分之一的作用。
但是，辅以正确的训练，我们可以做得更好。
他认为美国的赛跑选手尽管已取得了众多骄人成绩，但他们是“靠他们的基因在跑”。
通过使用更多的科学训练方法，“他们将跑得更快”。
这些方法包括力量训练。
这些训练再现运动员在比赛中的动作，并应用了前苏联首先使用的一种训练技巧——增强式训练模式。
Whereas most exercises are designed to build up strength or endurance, plyometrics focuses on increasing power — the rate at which an athlete can expend energy. When a sprinter runs, Yessis explains, her foot stays in contact with the ground for just under a tenth of a second, half of which is devoted to landing and the other half to pushing off. Plyometric exercises help athletes make the best use of this brief interval.虽然绝大多数的训练用来提高力量或者持久性，增强式训练注重提高力——即运动员使用能量的速度。
Yessis解释到，在一个短跑运动员跑步时，她的脚和地面接触少于1/10秒，在这1/10秒中，一半的时间用于着地，另一半的时间用于蹬地。
增强式训练能帮助运动员最好地利用这一短暂的间隙。
Nutrition is another area that sports trainers have failed to address adequately. ‘Many athletes are not getting the best nutrition, even through supplements,’ Yessis insists. Each activity has its own nutritional needs. Few coaches, for instance, understand how deficiencies in trace minerals can lead to injuries.营养是另一个没有得到运动教练足够重视的方面。
Yessis坚称，即使吃了补品，很多运动员也没有得到最好的营养。
毎一项活动都有自己的营养需求。
到目前为止，几乎没有教练懂得微量矿物质的缺乏是怎样使运动员受伤的。
Focused training will also play a role in enabling records to be broken. ‘If we applied the Russian training model to some of the outstanding runners we have in this country,’ Yessis asserts, ‘they would be breaking records left and right.’ He will not predict by how much, however: ‘Exactly what the limits are it’s hard to say, but there will be increases even if only by hundredths of a second, as long as our training continues to improve.’在打破记录方面，集中训练也起了作用。