课件剑桥雅思12 TEST8 阅读3

剑桥雅思真题解析阅读9(test3)雅思阅读部分一直都是中国考生比较重视的题目，并且也是很有难度的题目，针对于雅思阅读真题资料也是大家需要重点分析的。

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剑桥雅思阅读9原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Attitudes to languageIt is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.Language, moreover, is a very public behaviour, so it is easy for different usages to be noted and criticised. No part of society or social behaviour is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.In its most general sense, prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference topronunciation. The variety which is favoured, in this account, is usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write ‘correctly’; deviations fr om it are said to be ‘incorrect’.All the main languages have been studied prescriptively, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve’ the la nguage. The authoritarian nature of the approach is best characterized by its reliance on ‘rules’ of grammar. Some usages are ‘prescribed’, to be learnt and followed accurately; others are ‘proscribed’, to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them.These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarized in the statement that it is the task of the grammarian to describe, not prescribe —to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change. In the second half of the 18th century, wealready find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language’. Linguistic issue, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modern linguistic approach to grammatical analysis.In our own time, the opposition between ‘descriptivists’ and ‘prescriptivists’ has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms —of radical liberalism vs elitist conservatism.Questions 1-8Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 1-8 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this1 There are understandable reasons why arguments occur about language.2 People feel more strongly about language education than about small differences in language usage.3 Our assessment of a person’s intelligence is affected by the way he or she uses language.4 Prescriptive grammar books cost a lot of money to buy inthe 18th century.5 Prescriptivism still exists today.6 According to descriptivists it is pointless to try to stop language change.7 Descriptivism only appeared after the 18th century.8 Both descriptivists and prescriptivists have been misrepresented.Questions 9-12Complete the summary using the list of words, A-I, below.Write the correct letter, A-I, in boxes 9-12 on your answer sheet.The language debateAccording to 9______, there is only one correct form of language. Linguists who take this approach to language place great importance on grammatical 10 ______.Conversely, the view of 11 ______, such as Joseph Priestly, is that grammar should be based on 12 ______.A descriptivistsB language expertsC popular speechD formal languageE evaluationF rulesG modern linguists H prescriptivists I changeQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in box 13 on your answer sheet.What is the writer’s purpose in Reading Passage 1?A. to argue in favour of a particular approach to writing dictionaries and grammar booksB. to present a historical account of differing views of languageC. to describe the differences between spoken and written languageD. to show how a certain view of language has been discreditedREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Tidal PowerUndersea turbines which produce electricity from the tides are set to become an important source of renewable energy for Britain. It is still too early to predict the extent of the impact they may have, but all the signs are that they will play a significant role in the futureA. Operating on the same principle as wind turbines, the power in sea turbines comes from tidal currents which turn blades similar to ships’ propellers, but, unlike wind, the tid es are predictable and the power input is constant. The technology raises the prospect of Britain becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide emissions. If tide, wind and wave power are all developed, Britain would be able to close gas, coal and nuclear power plants and export renewable power to other parts of Europe. Unlike wind power, which Britain originally developed and then abandoned for 20 years allowing the Dutch to make it a major industry, undersea turbines could become a big export earner to island nations such as Japan and New Zealand.B. Tidal sites have already been identified that will produce one sixth or more of the UK’s power —and at prices competitive with modern gas turbines and undercutting those of the already ailing nuclear industry. One site alone, the Pentland Firth, between Orkney and mainland Scotland, could produce 10% of the country’s electricity with banks of turbines under the sea,and another at Alderney in the Channel Islands three times the 1,200 megawatts of Britain’s largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites identified include the Bristol Channel and the west coast of Scotland, particularly the channel between Campbeltown and Northern Ireland.C. Work on designs for the new turbine blades and sites are well advanced at the University of Southampton’s sustainable energy research group. The first station is expected to be installed off Lynmouth in Devon shortly to test the technology in a venture jointly funded by the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: ‘The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the sea has been developed in the North Sea oil industry and much is already known about turbine blade design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years we will be installing commercial marine turbine farms.’ Southampton has been awarded ￡215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands or around heavily indented coasts where there are strong tidal currents.D. A marine turbine blade needs to be only one third of the size of wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind power, there are unlikelyto be environmental objections. Fish and other creatures are thought unlikely to be at risk from the relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades.E. Dr Bahaj has done most work on the Alderney site, where there are powerful currents. The single undersea turbine farm would produce far more power than needed for the Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel.F. One technical difficulty is cavitation, where low pressure behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj said: ‘We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not know how much of a problem it might be. We will have to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good.’Questions 14-17Reading Passage 2 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 14-17 on your answer sheet.NB You may use any letter more than once.14 the location of the first test site15 a way of bringing the power produced on one site backinto Britain16 a reference to a previous attempt by Britain to find an alternative source of energy17 mention of the possibility of applying technology from another industryQuestions 18-22Choose FIVE letters, A-J.Write the correct letters in boxes 18-22 on your answer sheet.Which FIVE of the following claims about tidal power are made by the writer?A It is a more reliable source of energy than wind power.B It would replace all other forms of energy in Britain.C Its introduction has come as a result of public pressure.D It would cut down on air pollution.E It could contribute to the closure of many existing power stations in Britain.F It could be a means of increasing national income.G It could face a lot of resistance from other fuel industries.H It could be sold more cheaply than any other type of fuel.I It could compensate for the shortage of inland sites for energy production.J It is best produced in the vicinity of coastlines with particular features.Questions 23-26Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 23-26 on your answer sheet.An Undersea TurbineREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Information theory-the big ideaInformation theory lies at the heart of everything —from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our livesA. In April 2002 an event took place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in 1997, had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing temperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA experts realized that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometers from Earth, this was not an easy task. By means of a radio dish belonging to NASA’s Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover.B. It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techniques developed by American communications engineer Claude Shannon, who had died just ayear earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim. In the 1940s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes — any area, in short, where data has to be conveyed rapidly yet accurately.C. This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether something is true or false —which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference —‘noise’ — intact.D. Noise usually means unwanted sounds which interfere with genuine information. Information theory generalses this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This ratedepends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given singal strength and noise leve. The trick, Shannon showed, is to find ways of packaging up —‘coding’ — information to cope with the ravages of noise, while staying within the information-carrying capacity —‘bandwidth’ — of the communication system being used.E. Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 — and stunningly clear pictures of the planets. Other codes have become part of everyday life — such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major breakthrough by discovering so-called turbo codes —which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution.F. Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous (‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meaning. As with error correction, however, there’s a limit beyond which messages become too ambiguous. Shannonshowed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.Questions 27-32Reading Passage 3 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 27-32 on your answer sheet.27 an explanation of the factors affecting the transmission of information28 an example of how unnecessary information can be omitted29 a reference to Shannon’s attitude to fame30 details of a machine capable of interpreting incomplete information31 a detailed account of an incident involving information theory32 a reference to what Shannon initially intended to achieve in his researchQuestions 33-37Complete the notes below.Choose NO MORE THAN TWO WORDS form the passage for each answer.Write your answers in boxes 33-37 on your answer sheet.The Voyager 1 Space ProbeThe probe transmitted pictures of both 33______ and ______, then left the 34 ______.The freezing temperatures were found to have a negative effect on parts of the space probe.Scientists feared that both the 35 ______ and ______ wereabout to stop working.The only hope was to tell the probe to replace them with 36 ______ —but distance made communication with the probe difficult.A 37 ______ was used to transmit the message at the speed of light.The message was picked up by the probe and the switchover took place.Questions 38-40Do the following statements agree with the information given in Reading Passge 3?In boxes 38-40 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this38 The concept of describing something as true or false was the starting point for Shannon in his attempts to send messages over distances.39 The amount of information that can be sent in a given time period is determined with reference to the signal strength and noise level.40 Products have now been developed which can convey more information than Shannon had anticipated as possible.剑桥雅思阅读9原文参考译文(test3)PASSAGE 1 参考译文：对语言的态度对于语言进行系统、客观的研究并不容易。

剑桥雅思八阅读详解TEST1READING PASSAGE 1 计时器发展史段落配对题1, 排除全文都含有的关键词“TIME KEEPING”哪里都有就不是关键词“cold temperature”回答原文中找答案。

D段结尾”often freezing weather of”同义重现。

2，如果题目中定语和修饰成分太长，则把关键词落在靠后的位置，做题就比较有效。

关键词“Calendar, farming” B段出现了两个原形重现，很容易选出。

3，关键词pendulum（clock），origin’s段倒数第2行”a pendulum clock had been devised”.发明制造出来。

4，”(calculate) uniform hours”. E段第2行”to keeping equal ones”上半句提到了”one”指的就是”hours””；”equal”的意思就是uniform”.5，答案B。

原文分为两大部分ABC第一部分讨论的是”calendar”一年之内的计时器，DEFGH第二部分讨论的是一天之内计时器clock。

所以第五第八题三选二，很好做。

6，答案E。

“two equal hakves” 原文在本段最后一句7，答案G. 关键词”new shape”原文第二行” was a lever based devise shaped like a ship’s anchor.”8,答案A。

关键词”organize-event-schedule”原文第三行”co-ordinate activities…plant-regulate.”9-13题。

该题型为100%集中在了某一段找答案；图上有标题“1670”就是关键词。

很快即可定义在G段。

注意：答案小于等于2个词9，resembling好像…一样shape like答案：ship’s anchor(第二行)10，escape wheel11，tooth 第四行12，long pendulum13, second倒数第二行。

剑桥雅思阅读8原文翻译及答案(test3)店铺为大家整理收集了剑桥雅思阅读8真题解析：test3阅读原文解析，希望对各位考生的备考有所帮助,祝每位烤鸭考试顺利，都能取得好成绩!剑桥雅思阅读8原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Striking Back at LightningWith LasersSeldom is the weather more dramatic than when thunderstorms strike. Their electrical fury inflicts death or serious injury on around 500 people each year in the United States alone. As the clouds roll in, a leisurely round of golf can become a terrifying dice with death — out in the open, a lone golfer may be a lightning bolt’s most inviting target. And there is damage to property too. Lightning damage costs American power companies more than $100 million a year.But researchers in the United States and Japan are planning to hit back. Already in laboratory trials they have tested strategies for neutralising the power of thunderstorms, and this winter they will brave real storms, equipped with an armoury of lasers that they will be pointing towards the heavens to discharge thunderclouds before lightning can strike.The idea of forcing storm clouds to discharge their lightning on command is not new. In the early 1960s, researchers tried firing rockets trailing wires into thunderclouds to set up an easy discharge path for the huge electric charges that these clouds generate. The technique survives to this day at a test site inFlorida run by the University of Florida, with support from the Electrical Power Research Institute (EPRI), based in California. EPRI, which is funded by power companies, is looking at ways to protect the United States’ power grid from lightning strikes. ‘We can cause the lightning to strike where we want it to usin g rockets,’ says Ralph Bernstein, manager of lightning projects at EPRI. The rocket site is providing precise measurements of lightning voltages and allowing engineers to check how electrical equipment bears up.Bad behaviourBut while rockets are fine for research, they cannot provide the protection from lightning strikes that everyone is looking for. The rockets cost around $1,200 each, can only be fired at a limited frequency and their failure rate is about 40 per cent. And even when they do trigger lightning, things still do not always go according to plan. ‘Lightning is not perfectly well behaved,’ says Bernstein. ‘Occasionally, it will take a branch and go someplace it wasn’t supposed to go.’And anyway, who would want to fire streams of rockets in a p opulated area? ‘What goes up must come down,’ points out Jean-Claude Diels of the University of New Mexico. Diels is leading a project, which is backed by EPRI, to try to use lasers to discharge lightning safely —and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk. With around $500,000 invested so far, a promising system is just emerging from the laboratory.The idea began some 20 years ago, when high-powered lasers were revealing their ability to extract electrons out of atoms and create ions. If a laser could generate a line of ionisation in the air all the way up to a storm cloud, thisconducting path could be used to guide lightning to Earth, before the electric field becomes strong enough to break down the air in an uncontrollable surge. T o stop the laser itself being struck, it would not be pointed straight at the clouds. Instead it would be directed at a mirror, and from there into the sky. The mirror would be protected by placing lightning conductors close by. Ideally, the cloud-zapper (gun) would be cheap enough to be installed around all key power installations, and portable enough to be taken to international sporting events to beam up at brewing storm clouds.A stumbling blockHowever, there is still a big stumbling block. The laser is no nifty portable: it’s a monster that takes up a whole room. Diels is trying to cut down the size and says that a laser around the size of a small table is in the offing. He plans to test this more manageable system on live thunderclouds next summer.Bernstein says that Diels’s system is attracting lots of interest from the power companies. But they have not yet come up with the $5 million that EPRI says will be needed to develop a commercial system, by making the lasers yet smaller and cheaper. ‘I cannot say I have money yet, but I’m working on it,’ says Bernstein. He reckons that the forthcoming field tests will be the turning point —and he’s hoping for good news. Bernstein predicts ‘an avalanche of interest and support‘ if all goes well. He expects to see cloud-zappers eventually costing $50,000 to $100,000 each.Other scientists could also benefit. With a lightning ‘switch’ at their fingertips, materials scientists could find out what happens when mighty currents meet matter. Diels also hopes to see the birth of ‘interactive meteorology’ —not justforecasting the weather but controlling it. ‘If we could discharge clouds, we might affect the weather,’ he says.And perhaps, says Diels, we’ll be able to conf ront some other meteorological menaces. ‘We think we could prevent hail by inducing lightning,’ he says. Thunder, the shock wave that comes from a lightning flash, is thought to be the trigger for the torrential rain that is typical of storms. A laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of the giant hailstones that threaten crops. With luck, as the storm clouds gather this winter, laser-toting researchers could, for the first time, strike back.Questions 1-3Choose the correct letter, A, B, C or D.Write the correct letter in boxes 1-3 on your answer sheet.1 The main topic discussed in the text isA the damage caused to US golf courses and golf players by lightning strikes.B the effect of lightning on power supplies in the US and in Japan.C a variety of methods used in trying to control lightning strikes.D a laser technique used in trying to control lightning strikes.2 According to the text, every year lightningA does considerable damage to buildings during thunderstorms.B kills or injures mainly golfers in the United States.C kills or injures around 500 people throughout the world.D damages more than 100 American power companies.3 Researchers at the University of Florida and at the University of New MexicoA receive funds from the same source.B are using the same techniques.C are employed by commercial companies.D are in opposition to each other.Questions 4-6Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-6 on your answer sheet.4 EPRI receives financial support from ..................... .5 The advantage of the technique being developed by Diels is that it can be used.....................6 The main difficulty associated with using the laser equipment is related to its.....................Questions 7-10Complete the summary using the list of words, A-I, below.Write the correct letter, A-I, in boxes 7-10 on your answer sheet.In this method, a laser is used to create a line of ionization by removing electrons from 7 ..................... . This laser is then directed at 8 ..................... in order to control electrical charges, a method which is less dangerous than using 9..................... . As a protection for the lasers, the beams are aimed firstly at10 ..................... .A cloud-zappersB atomsC storm cloudsD mirrorsE techniqueF ionsG rockets H conductors I thunderQuestions 11-13Do the following statements agree with the information given in Reading Passage 1?In boxes 11-13 on your answer sheet writeYES if the statement agrees with the claims of the writerNo if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this11 Power companies have given Diels enough money to develop his laser.12 Obtaining money to improve the lasers will depend on tests in real storms.13 Weather forecasters are intensely interested in Diels’s system.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.The Nature of GeniusThere has always been an interest in geniuses and prodigies. The word ‘genius’, from the Latin gens (= family) and the term ‘genius’, meaning ‘begetter’, comes from the ea rly R o m a n c u l t o f a d i v i n i t y a s t h e h e a d o f t h e f a m i l y . I n i t s e a r l i e s t f o r m , g e n i u s w a s c o n c e r n e d w i t h t h e a b i l i t y o f t h e h e a d o f t h e f a m i l y , t h e p a t e r f a m i l i a s , t o p e r p e t u a t e h i m s e l f . G r a d u a l l y , g e n i u s c a m e t o r e p r e s e n t a p e r s o n s c h a r a c t e r i s t i c s a n d t h e n c e a n i n d i v i d u a l s h i g h e s t a t t r i b u t e s d e r i v e d f r o m h i s g e n i u s o r g u i d i n g s p i r i t . T o d a y , p e o p l e s t i l l l o o k t o s t a r s o r g e n e s , a s t r o l o g y o r g e n e t i c s , i n t h e h o p e o f f i n d i n g t h e s o u r c e o f e x c e p t i o n a l a b i l i t i e s o r p e r s o n a l c h a r a c t e r i s t i c s . / p > p b d s f i d = " 1 3 4 " > 0 0 T h e c o n c e p t o f g e n i u s a n d o f g i f t s h a s b e c o m e p a r to f o u r f o l k c u l t u r e , a n d a t t i t u d e s a r e a m b i v a l e n t t o w a r d s t h e m . W e e n v y t h e g i f t e d a n d m i s t r u s t t h e m . I n t h e m y t h o l o g y o f g i f t e d n e s s , i t i s p o p u l a r l y b e l i e v e d t h a t i f p e o p l e a r e t a l e n t e d i n o n e a r e a , t h e y m u s t b e d e f e c t i v e i n a n o t h e r , t h a t i n t e l l e c t u a l s a r e i m p r a c t i c a l , t h a t p r o d i g i e s b u r n t o o b r i g h t l y t o o s o o n a n d b u r n o u t , t h a t g i f t e d p e o p l e a r e e c c e n t r i c , t h a t t h e ya r e p h y s i c a l w e a k l i n g s , t h a t t h e r e s a t h i n l i n eb e t w e e n g e n i u s a n d m a d n e s s , t h a t g e n i u s r u n s i n f a m i l i e s , t h a t t h e g i f t e d a r e s oc l e v e r t h e yd o n t ne e d s p e c i a l h e l p , t h a t g if t e d n e s s i s t h e s a m e a s h a v i ng ahi g h I Q , t h a t s o m e r a c e s a r e m o r e i n t e l l i g e n t o r m u s i c a l o r m a t h e m a t i c a l t h a n o t h e r s , t h a t g e n i u s g o e s u n r e c o g n i s e d a n d u n r e w a r d e d , t h a t a d v e r s i t y m a k e s m e n w i s e o r t h a t p e o p l e w i t h g i f t s h a v e a r e s p o n s i b i l i t y t o u s e t h e m . L a n g u a g e h a s b e e n e n r i c h e d w i t h s u c h t e r m s a s h i g h b r o w , e g g h e a d , b l u e - s t o c k i n g , w i s e a c r e , k n o w - a l l , b o f f i n a n d , f o r m a n y , i n t e l l e c t u a l i s a t e r m o f d e n i g r a t i o n . / p > p b d s f i d = " 1 3 5 " > 0 0 T h e n i n e t e e n t h c e n t u r y s a w c o n s i d e r a b l e i n t e r e s t i n t h e n a t u r e o f g e n i u s , a n d p r o d u c e d n o t a f e w s t u d i e s o f f a m o u s p r o d i g i e s . P e r h a p s f o r u s t o d a y , t w o o f t h e m o s t s i g n i f i c a n t a s p e c t s o f m o s t o f t h e s e s t u d i e s o f g e n i u s a r e t h e f r e q u e n c y w i t h w h i c h e a r l y e n c o u r a g e m e n t a n d t e a c h i n g b y p a r e n t s a n d t u t o r s h a d b e n e f i c i a l e f f e c t s o n t h e i n t e l l e c t u a l , a r t i s t i c o r m u s i c a l d e v e l o p m e n t o f t h e c h i l d re n b u t c a u s e d g r e a t d if f i c u l t i e s o f a d j u s t m e n t l a t e r i n t h e i r l i v e s , a n d t h e f r e q u e n c y w i t h w h i c h a b i l i t i e s w e n t u n r e c og n i s e d b y t e a ch e r s a n d s c h o o l s . H o w e v e r , t h e di f f i c u l t y w i t h t h e e v i d e n c e p r o d u c e d b y t h e s e s t u d i e s , f a s c i n a t i n g a s t h e y a r e i n c o l l e c t i n g t o g e t h e r a n e c d o t e s a n d a p p a r e n t s i m i l a r i t i e s a n d e x c e p t i o n s , i s t h a t t h e y a r e n o t w h a t w e w o u l d t o d a y c a l l n o r m - r e f e r e n c e d . I n o t h e r w o r d s , w h e n , f o r i n s t a n c e , i n f o r m a t i o n i s c o l l a t e d a b o u t e a r l y i l l n e s s e s , m e t h o d s o f u p b r i n g i n g , s c h o o l i n g , e t c . , w e m u s t a l s o t a k e i n t o a c c o u n t i n f o r m a t i o n f r o m o t h e r h i s t o r i c a l s o u r c e s a b o u t h o w c o m m o n o r e x c e p t i o n a l t h e s e w e r e a t t h e t i m e . F o r i n s t a n c e , i n f a n t m o r t a l i t y w a s h i g h a n d l i f e e x p e c t a n c y m u c h s h o r t e r t h a n t o d a y , h o m e t u t o r i n g w a s c o m m o n i n t h e f a m i l i e s o f t h e n o b i l i t y a n d w e a l t h y , b u l l y i n g a n d c o r p o r a l p u n i s h m e n t w e r e c o m m o n a t t h e b e s t i n d e p e n d e n t s c h o o l s a n d , f o r t h e m o s t p a r t , t h e c a s e s s t u d i e d w e r e m e m b e r s o f t h e p r i v i l e g e d c l a s s e s . I t w a s o n l y w i t h t h e g r o w t h o f p a e d i a t r i c s a n d p s y c h o l o g y i n t h e t w e n t i e t h c e n t u r y t h a t s t u d i e s c o u l d b e c a r r i e d o u t o n a m o r e o bj e c t i v e , i f s t i l l n o t a l w a y s v e r y s c i e n t i f i c , b a s i s . / p > p b d s f i d = " 1 3 6 " > 0 0 G e n i u s e s , h o w e v e r t h e y a r e d e f i n e d , a r e b u t t h e p e ak s w h i c h s t a n d o u t t h r o u gh t h e m i s t o f h i s t o r y a n d a r e v i s i b l e t o t h e p a r ti c u l a r o b s e r v e r f r o m h i s o r h e r p a r t i c u l a r v a n t a g e p o i n t . C h a n g e t h e o b s e r v e r s a n d t h e v a nt a g e p o i n t s , c l e a r a w a y s o m e o f t h e m i s t , a n d a d i f f e r e n t l o t o f p e a k s a p p e a r . G e n i u s i s a t e r m w e a p p l y t o t h o s e w h o m w e r e c o g n i s e f o r t h e i r o u t s t a n d i n g a c h i e v e m e n t s a n d w h o s t a n d n e a r t h e e n d o f t h e c o n t i n u u m o f h u m a n a b i l i t i e s w h i c h r e a c h e s b a c k t h r o u g h t h e m u n d a n e a n d m e d i o c r e t o t h e i n c a p a b l e . T h e r e i s s t i l l m u c h t r u t h i n D r S a m u e l J o h n s o n s o b s e r v a t i o n , T h e t r u e g e n i u s i s a m i n d o f l a r g e g e n e r a l p o w e r s , a c c i d e n t a l l y d e t e r m i n e d t o s o m e p a r t i c u l a r d i r e c t i o n . W e m a y d i s a g r e e w i t h t h e g e n e r a l , f o r w e d o u b t i f a l l m u s i c i a n s o f g e n i u s c o u l d ha v eb ec o m e s c i e n t i s t s o f g e n i u s o r v i c e v e r s a ,b u t t h e r e i s n o d o u b t i n g t h e ac c ide n t a l d e t e r m i n a t i o n w h i c h n u r t u r e d o r t r i g g e r e d t h e i r g if t s i n t o t h o s e c h a n n e l s i n t o w h i c h t h e y h a v e p o u r e d t h e i r p o w e r s s o s u c c e s s f u l l y . A l o ng th e c o n ti n u u m o f a b i l i t i e s a r e h u n d r e d s o f t h o u s a n d s o f g i f t e d m e n a n d w o m e n , b o y s a n d g i r l s . / p > p b d s f i d = " 1 3 7 " > 0 0 W h a t w e a p p r e c i a t e , e nj o y o r m a r v e l a t i n t h e w o rk s o f g e n i u s o r t h e a c h i e v e m e n t s o f p r o d i g i e s a r e t h e m a n i f e s t a t i o n s o f s k il l s o r a b i l i t i e s w h i c h a r e s im i l a r t o , b u t s o m u c h s u p e r i o r t o , o u r o wn . B u t t h a t t h e i r m i n d s a r e no t d i f f e r e n t f r o m o u r o w n i s d e m o n s t r a t e d b y t h e f a c t t h a t t h e h a r d - w o n d i s c o v e r i e s o f s c i e n t i s t s l i k e K ep l e r o r E i n s t e i n b e c o m e t h e c o m m o n p l a c e k n o w l e d g e o f s c h o o l c h i l d r e n a n d t h e o n c e o u t r a g e o u s s h a p e s a n d c o l o u r s o f a n a r t i s t l i k e P a u l K l e e s o s o o n a p pe a r o n t h ef a b r i c s w e w e a r . T h i s d o e s n o t m i n i m i s e t h e s u p r e m a c y o f t h e i r a c h i e v e m e n t s , w h i c h o u t s t r i p o u r o w n a s t h e s u b - f o u r - m i n u t e m i l e r s o u t s t r i p o u r j og g i n g . / p > p b d s f i d = " 1 3 8 " > 0 0 T o thi n k o f g e n i u s e s a n d t h e g i f t e d a s h a v i n g u n i q u e l y d i f f e r e n t b r a i n s i s o n l y r e a s o n a b l e i f w e a c c e p t t h a t e a c h h u m a n b r a i n i s u n i q u e l y d i f f e r e n t . T h e p u r p o s e o f i n s t r u c t i o n i s t o m a k e u s e v e n m o r e d i f f e r e n t f r o m o n e a n o t h e r , a n d i n t h e p r o c e s s o f b e i n g e d u c a t e d w e c a n l e a r n f r o m t h e a c h i e v e m e n t s o f t h o s e m o r e g i f t e d t h a n o u r s e l v e s . B u t b e f o r e w e t r y t o e m u l a t e g e n i u s e s o r e n c o u r a g e o u r c h i l d r e n t o d o s o w e s h o u l d n o t e t h a t s o m e o f t h e t h i n g s w e l e a r n f r o m t h e m m a y p r o v e u n p a l a t a b l e . W e m a y e n v y t h e i r a c h i e v e m e n t s a n d f a m e , b u t w e s h o u l d a l s o r e c o g n i s e t h e p r i c e t h e y m a y h a v e p a i d i n t e r m s o f p e r s e v e r a n c e , s i n g l e - m i n d e d n e s s , d e d i c a t i o n , r e s t r i c t i o n s o n t h e i r p e r s o n a l l i v e s , t h e d e m a n d s u p o n t h e i r e n e r g i e s a n d t i m e , a n d h o w o f t e n t h e y h a d t o d i s p l a y g r e a t c o u r a g e t o p r e s e r v e t h e i r i n t e g r i t y o r t o m a k e t h e i r w a y t o t h e t o p . / p > p b d s f i d = " 1 3 9 " > 0 0 G e n i u s a n d g i f t e d n e s s a r e r e l a t i v e d e s c r i p t i v e t e r m s o f n o r e a l s u b s t a n c e . W e m a y , a t b e s t , g i v e t h e m s o m e p r e c i s i o n b y d e f i n i n g t h e m a n d p l a c i n g t h e m i n a c o n t e x t b u t , w h a t e v e r w e d o , w e s h o u l d n e v e r d e l u d e o u r s e l v e s i n t o b e l i e v i n g t h a t g i f t e d c h i l d r e n o r g e n i u s e s a r e d i f f e r e n t f r o m t h e r e s t o f h u m a n i t y , s a v e i n t h e d e g r ee t o w h i c h t h e y h a v e d e v e l o p e d t h e p e rf o r m a n c e o f t h e i r a b i l i t i e s . / p > p b d s f i d = " 1 4 0 " > 0 0 Q u e s t i o n s 1 4 - 1 8 / p > p b d s f i d = " 1 4 1 " > 0 0 C h o o s e F I V E l e t t e r s , A - K . / p > p b d s f i d = " 1 4 2 " > 0 0 W r i t e t h e c o r r e c t l e t t e r s i n b o x e s 1 4 - 1 8 o n y o u r a n s w e r s h e e t . / p > p b d s f i d = " 1 4 3 " > 0 0 N B Y o u r a n s w e r s m a y b eg i v e n i n a n y o r d e r . / p > p b d s f i d = " 1 4 4 " > 0 0 B e l o w a r e l i s t e d s o m e p o p u l a r be l i ef s a b o u tg e n i u s a n d g i f t e d n e s s . / p > p b d sf i d = " 1 4 5 " > 0 0 W h i c h F I V E o f t h e s e b e l i e f s a r e r e p o r t e d b y t h e w r i t e r o f t h e t e x t ? / p > p b d s f i d = " 1 4 6 " > 0 0 A T r u l yg i f t e d p e o p l e a r e t a l e n t ed i n a l l a re a s . / p > p b d sf i d = " 1 4 7 " > 0 0 B T h e t a le n t s ofg e n i u s e s a r e s o o n e xh a u s t e d . / p > p b d s fi d = " 1 4 8 " > 0 0 C G i f t e d p e o p l e s h o u l d u s e t h e i r g i f t s . / p > p b d s f i d = " 1 4 9 " > 0 0 D A g e n i u s a p p e a r s o n c e i n e v e r y g e n e r a t i o n . / p > p b d s f i d = " 1 5 0 " > 0 0 E G e n i u s c a n b e e a s i l y d e s t r o y e d b yd i s c o u r a ge m e n t . / p > p b d sf i d = " 1 5 1 " > 0 0 F Ge n i u s i s i n h e r i t e d . / p > p b d sf i d = " 1 5 2 " > 0 0 G G i f t e d p e o p l e a r e v e r y h a r d t o l i v e w i t h . / p > p b d s f i d = " 1 5 3 " > 0 0 H P e o p l e n e v e r a p p r e c i a t e t r u eg e n i u s . / p > p b d s f i d = " 1 5 4 " > 0 0 I G e n i u s e s a r e n a t u r a l l e a d e r s . / p > p b d s f i d = " 1 5 5 " > 0 0 J G i f t e d p e o p l e d e v e l o p th ei r g r e a t n e s s t h r o u g h d i f f i c u l t i e s . / p > p b d s f i d = " 1 5 6 " > 0 0 K G e n i u s w i l l a l w a y s r e v e a l i t s e l f . / p > p b d s f i d = " 1 5 7 " > 0 0 Q u e s t i o n s 1 9 - 2 6 / p > p b d s f i d = " 1 5 8 " >0 0 D o t h e f o l l o w i n g s t a t e m e n t s a g r e e w i t h t he i nf o r m a t i o ng i v e n i n R e a d i n g P a s s a g e 2 ? / p >p b d s f i d = " 1 5 9 " > 0 0 I n b o x e s 1 9 - 2 6 o n y o u r a n s w e r s h e e t , w r i t e / p > p b d s f i d = " 1 6 0 " > 0 0 T R U E i f t h e s t a t e m e n t a g r e e s w i t h t h e i n f o r m a t i o n / p > p b d s f i d = " 1 6 1 " > 0 0 F A L S E i f t h e s t a t e m e n t c o n t r a d i c t s t h e i n f o r m a t i o n / p > p b d s f i d = " 1 6 2 " > 0 0 N O T G I V E N i f t h e r e i s n o i n f o r m a t i o n o n t h i s / p > p b d s f i d = " 1 6 3 " > 0 0 1 9 N i n e t e e n t h - c e n t u r y s t u d i e s o f t h e n a t u r e o f g e n i u s f a i l e d t o t a k e i n t o a c c o u n t t h e u n i q u e n e s s o f t h e pe r s o n s u p b r i n g i n g . / p > p b d sf i d = " 1 6 4 " > 0 0 20 N i n e t e e n t h - c e n t u r y s t u d i e s o f g e n i u s l a c ke d b o t h o b j e c t i v i t y a n d a p r o p e r s c i e n t if i c a p p r o a c h . / p > p b d s f i d = " 1 6 5 " > 0 0 2 1 A t r u eg e n i u sh a s g e n e r a l p o w e r s c a p a b l e o f e x c e l l e n c ei n a n y a r e a . / p > p b d s f i d = " 1 6 6 " > 0 0 2 2 T h e s k i l l s o f o r d i n a r y i n d i v i d u a l s a r e i n e s s e n c e t h e sa m e a s t h e s k i l l s o f p r o d i g i e s . / p > pb d s f i d = "1 6 7 " > 0 023 T h e e a s e w i t h w h i c h t r u l y g r e a t i de a s a r e a c c e p t e d a n d t a k e nf o rg r a n t e d f a i l s t o l e s s e n th ei r s i g n i f i c a n c e . / p > p b d s f i d = " 1 68 " > 0 0 2 4 G i f t e d n e s s a n d g e n i u s d e s e r v e p r o pe r s c i e n t if i c r e s e a r c h i n t o t h e i r t r u e n a t u r e s o t h a t a l l t a l e n t m a y b e r e t a i n e d f o r t h e h u m a n r a c e . / p > p b d s f i d = " 1 6 9 " > 0 0 2 5 G e n i u s e s o f t e n p a y a h igh p ri c e t o a c h i e v e g r e a t n e s s . / p > p b d s f i d = " 1 7 0 " > 0 0 2 6 T o b e a g e n i u s i s w o r t h t h e h i g h p e r s o n a l c o s t . / p > p b d s f i d = " 1 7 1 " > 0 0 R E A D I N G P A S S A G E 3 / p > p b d s f i d = " 1 7 2 " > 0 0 Y o u s h o u l d s p e n d a b o u t 2 0 m i n u t e s o n Q u e s t i o n s 2 7 - 4 0 , w h i c h a r e b a s e d o n R e a d i n g P a s s a g e3 o n t h e f o l l o w i n g p a g e s . / p > p b d s f i d = " 1 7 3 " >0 0 Q u e s t i o n s 2 7 - 3 2 / p > p b d s f i d = " 1 7 4 " > 0 0 Re a d i n g P a s s a g e 3 h a s s e v e n p a r a g r a p h s , A - G . / p > p b d sf i d = " 1 7 5 " > 0 0 C h o o s e t h e c o r r e c t h e a d i ng f o r p a r a g r a ph s B - G f r o m t h e li s t o f h e a d i n g s b e l o w . / p > p b d s f i d = " 1 7 6 " > 0 0 W r i t e t h e c o r r e c t n u m b e r , i - x , i n b o x e s 2 7 - 3 2 o n y o u r a n s w e r s h e e t . / p > p b d s f i d = " 1 7 7 " > 0 0 L i s t o f H e a d i n g s / p > p b d s f i d = " 1 7 8 " > 0 0 i T h e b i o l o g i c a l c l o c k / p > p b d s f i d = " 1 7 9 " > 0 0 i i W h y d y i n g i s b e n e f i c i a l / p > p b d s f i d = " 1 8 0 " > 0 0 i i i T h e a g e i n g p r o c e s s o f m e n a n d w o m e n / p > p b d s f i d = " 1 8 1 " > 0 0 i v P r o l o n g i n g y o u r l i f e / p > p b d s f i d = " 1 8 2 " > 0 0 v L i m i t a t i o n s o f l i f e s p a n / p > p b d s f i d = " 1 8 3 " > 0 0 v i M o d e s o f d e v e l o p m e n t o f d i f f e r e n t s p e c i e s / p > p b d s f i d = " 1 8 4 " > 0 0 v i i A s t a b l e l i f e s p a n d e s p i t e i m p r o v e m e n t s / p > p b d s f i d = " 1 8 5 " > 0 0 v i i i E n e r g y c o n s u m p t i o n / p > p b d s f i d = " 1 8 6 " > 0 0 i x F u n d a m e n t a l d i f f e r e nc e s i n a g e i n g o f o b j e c t s a nd o r g a n i s m s / p > p bd s f i d = " 1 8 7 " > 0 0 x Re p a i r ofg e n e t i c m a t e r i a l / p > p b d s f i d = " 1 8 8 " > 0 0 E x a m p l e A n s w e r / p > p b d s f i d = " 1 8 9 " > 0 0 P a r a g r a ph A v / p > p b d s fi d = " 1 9 0 " > 0 0 2 7 P a r a g r a p h B / p > p b d s f i d = " 1 9 1 " > 0 0 2 8 P a r a g r a p h C / p > p b d s f i d = " 1 9 2 " > 0 0 29 P a r a g r a p h D / p > p b d s f i d = " 1 9 3 " > 0 0 3 0 P a r ag r a p h E / p > p b d s f i d = " 1 9 4 " > 0 0 3 1 P a r a g r a p h F / p > p b d s f i d = " 1 9 5 " > 0 0 3 2 P a r a g r a p h G / p > p b d s f i d = " 1 9 6 " > 0 0 H O W D O E S T H E B I O L O G I C A L C L O C K T I C K ? / p > p b d s f i d = " 1 9 7 " > 0 0 A O u r l if e s p a n i s r e s t r i c t e d . E v e r y o n e a c c e p t s t h i s a s b i o l og i c a l l y o b v i o u s . N o thi n g l i v e s f o r e v e r !H o w e v e r , i n t h i s s t a t e m e n t w e t h i n k o f a r t i f i c i a l l y p r o d u c e d , t e c h n i c a l o b j e c t s , p r o d u c t s w h i c h a r e s u b j e c t e d t o n a t u r a l w e a r a n d t e a r d u r i n g u s e . T h i s l e a d s t o t h e r e s u l t t h a t a t s o m e t i m e o r o t h e r t h e o b j e c t s t o p s w o r k i n g a n d i s u n u s a b l e ( d e a t h i n t h e b i o l o g i c a l s e n s e ) . B u t a r e t h e w e a r a n d t e a r a n d l o s s o f f u n c t i o n o f t e c h n i c a l o b j e c t s a n d t h e d e a t h o f l i v i n g o r g a n i s m s r e a l l y s i m i l a r o r c o m p a r a b l e ? / p > p b d s f i d = " 1 9 8 " > 0 0 B O u r d e a d p r o d u c t s a r e s t a t i c , c l o s e d s y s t e m s . I t i s a l w a y s t h e b a s i c m a t e r i a l w h i c h c o n s t i t u t e s t h e o b j e c t a n d w h i c h , i n t h e n a t u r a l c o u r s e o f t h i n g s , i s w o r n d o w n a n d b e c o m e s o l d e r . A g e i n g i n t h i s c a s e m u s t o c c u r a c c o r d i n g t o t h e l a w s o f p h y s i c a l c h e m i s t r y a n d o f t h e r m o d y n a m i c s . A l t h o u g h t h e s a m e l a w h o l d s f o r a l i v i n g o r g a n i s m , t h e r e s u l t o f t h i s l a w i s n o t i n e x o r a b l e i n t h e s a m e w a y . A t l e a s t a s l o n g a s a b i o l o g i c a l s y s t e m h a s t h e a b i l i t y t o r e n e w i t s e l f i t c o u l d a c t u a l l y b e c o m e o l d e r w i t h o u t a g e i n g ; a n o r g a n i s m i s a n o p e n , d y n a m i c s y s t e m t h r o u g h w h i c h n e w m a t e r i a l c o n t i n u o u s l y f l o w s . D e s t r u c t i o n o f o l d m a t e r i a l a n d f o r m a t i o n o f n e w m a t e r i a l a r e t h u s i n p e r m a n e n t d y n a m i c e q u i l i b r i u m . T h e m a t e r i a l o f w h i c h t h e o r g a n i s m i s f o r m e d c h a n g e s c o n t i n u o u s l y . T h u s o u r b o d i e s c o n t i n u o u s l y e x c h a n g e o l d s u b s t a n c e f o r n e w , j u s t l i k e a s p r i n g w h i c h m o r。

剑桥雅思真题7-阅读Test 3（附答案）Reading Passage 1You should spend about 20 minutes on QUESTIONS 1-13 which are based on Reading Passage 1 below.Ant IntelligenceWhen we think of intelligent members of the animal kingdom, the creatures that spring immediately to mind are apes and monkeys. But in fact the social lives of some members of the insect kingdom are sufficiently complex to suggest more than a hint of intelligence. Among these, the world of the ant has come in for considerable scrutiny lately, and the idea that ants demonstrate sparks of cognition has certainly not been rejected by those involved in these investigations.Ants store food, repel attackers and use chemical signals to contact one another in case of attack. Such chemical communication can be compared to the human use of visual and auditory channels (as in religious chants, advertising images and jingle s, political slogans and martial music) to arouse and propagate moods and attitudes. The biologist Lewis Thomas wrote, Ants are so much like human beings as to be an embarrassment. They farm fungi, raise aphids* as livestock, launch armies to war, use chemical sprays to alarm and confuse enemies, capture slaves, engage in child lab our, exchange information ceaselessly. They do everything but watch television.'However, in ants there is no cultural transmission -everything must be encoded in the genes -whereas in humans the opposite is true. Only basic instincts are carried in the genes of a newborn baby, other skills being learned from others in the community as the child grows up. It may seem that this cultural continuity gives us a huge advantage over ants. They have never mastered fire nor progressed. Their fungus farming and aphid herding crafts are sophisticated when compared to the agricultural skills of humans five thousand years ago but been totally overtaken by modern human agribusiness.Or have they? The farming methods of ants are at least sustainable. They do not ruin environments or use enormous amounts of energy. Moreover, recent evidence suggests that the crop farming of ants may be more sophisticated and adaptable than was thought.Ants were farmers fifty million years before humans were. Ants can't digest the cellulose in leaves - but some fungi can. They therefore cultivate these fungi in their nests, bringing them leaves to feed on, and then use them as a source of food. Farmer ants secrete antibiotics to control other fungi that might ac t as 'weeds', and spread waste to fertilize the crop.It was once thought that the fungus that ants cultivate was a single type that they had propagated, essentially unchanged from the distant past. Not so. Ulrich Mueller of Maryland and his colleagues genetically screened 8 62 different types of fungi taken from ants' nests. These turned out to be highly diverse: it seems that ants are continually domesticating new species. Even more impressively, DNA analysis of the fungi suggests that the ants improve or modify the fungi by regularly swapping and sharing strains with neighbouring ant colonies.Whereas prehistoric man had no exposure to urban lifestyles - the forcing house of intelligence -the evidence suggests that ants have lived in urban settings for close on a hundred million years, developing and maintaining underground cities of specialised chambers and tunnels.When we survey Mexico City, Tokyo, Los Angeles, we are amazed at what has been accomplishedby humans. Yet Hoelldobler and Wilson's magnificent work for ant lovers, The Ants, describes a supercolony of the ant Formica yessensis on the Ishikari Coast of Hokkaido. This 'megalopolis' was reported to be compose d of 360 million workers and a million queens living in 4, 500 interconnected nests a cross a territory of 2.7 square kilometres.Such enduring and intricately meshed levels of technical achievement outstrip by far anything achieved by our distant ancestors. We hail as masterpieces the cave paintings in southern France and elsewhere, dating back some 20,000 years. Ant societies existed in something like their present form more than seventy million years ago. Beside this, prehistoric ma n looks technologically primitive. Is this then some kind of intelligence, albeit of a different kind? Research conducted at Oxford, Sussex and Zurich Universities has shown that when desert ants return from a foraging trip, they navigate by integrating bearings and distances, which they continuously update in their heads. They combine the evidence of visual landmarks with a mental library of local directions, all within a framework which is consulted and updated. So ants can learn too.And in a twelve-year programmed of work, Ryabko and Reznikova have found evidence that ants can transmit very complex messages. Scouts who had located food in a maze returned to mobilise their foraging teams. They engaged in contact sessions, at the end of which the scout was removed in order to observe what her team might do. Often the foragers proceeded to the exact spot in the maze where the food had been. Elaborate precautions were taken to prevent the foraging team using odor clues. Discussion now centres on whether the route through the maze is communicated as a 'left-right' sequence of turns or as a 'compass bearing and distance ' message.During the course of this exhaustive study, Reznikova has grown so attached to her laboratory ants that she feels she knows them as individuals - even without the paint spots used to mark them. It's no surprise that Edward Wilson, in his essay, 'In the company of ants', advises readers who ask what to do with the ants in their kitchen to: 'Watch where you step. Be careful of little lives.' Question 1-6Do the following statements agree with the information given in Reading Passage 1?In boxes 1-6 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this in the passage1. Ants use the same channels of communication as humans do.2. City life is one factor that encourages the development of intelligence.3. Ants can build large cities more quickly than humans do.4. Some ants can find their way by making calculations based on distance and position.5. In one experiment, foraging teams were able to use their sense of smell to find food.6. The essay, ‘In the company of ants’, explores ant communication.Question 7-13Complete the summary using the list of words, A-O, below.Write the correct letter, A-O, in boxes 7-13 on your answer sheet.Ants have sophisticated methods of farming, including herding livestock and growing crops, which are in many ways similar to those used in human agriculture. The ants cultivate a largenumber of different species of edible fungi which convert 7 …………into a form which they can digest. They use their own natural8………… as weed-killers and also use unwanted materials as 9………… Genetic analysis shows they constantly upgrade these fungi by developing new species and by 10 …………species with neighbouring ant colonies. In fact, the forming methods of ants could be said to be more advanced than human agribusiness, since they use 11 …………methods, they do not affect the 12………… and do not waste 13 ………… .You should spend about 20 minutes on QUESTIONS 14-26 which are based on Reading Passage 2 below.Population movements and geneticsA Study of the origins and distribution of human populations used to be based on archaeological and fossil evidence. A number of techniques developed since the 1950s, however, have placed the study of these subjects on a sounder and more objective footing. The best information on early population movements is now being obtained from the 'archaeology of the living body', the clues to be found in genetic material.B Recent work on the problem of when people first entered the Americas is an example of the value of these new techniques. North-east Asia and Siberia have long been accepted as the launching ground for the first human colonizers of the New World. But was there one major wave of migration across the Bering Strait into the Americas, or several? And when did this event, or events, take place？In recent years, new clues have come from research into genetics, including the distribution of genetic markers in modern Native Americans.C An important project, led by the biological anthropologist Robert Williams, focused on the variants (called Gm allotypes) of one particular protein -immunoglobin G-found in the fluid portion of human blood. All proteins 'drift', or produce variants, over the generations, and members of an interbreeding human population will share a set of such variants. Thus, by comparing the Gm allotypes of two different populations (e.g. two Indian tribes), one can establish their genetic 'distance', which itself can be calibrated to give an indication of the length of time since these populations last interbred.D Williams and his colleagues sampled the blood of over 5,000 American Indians in western North America during a twenty- year period. They found that their Gm allotypes could be divided into two groups, one of which also corresponded to the genetic typing of Central and South American Indians. Other tests showed that the Inuit (or Eskimo) and Aleut formed a third group. From this evidence it was deduced that there had been three major waves of migration across the Bering Strait. The first, Paleo-lndian, wave more than 15,000 years ago was ancestral to all Central and South American Indians. The second wave, about 14,000-12,000 years ago, brought Na-Dene hunters, ancestors of the Navajo and Apache (who only migrated south from Canada about 600 or 700 years ago). The third wave, perhaps 10,000 or 9,000 years ago, saw the migration from North-east Asia of groups ancestral to the modern Eskimo and Aleut.E How far does other research support these conclusions ？Geneticist Douglas Wallace has studied mitochondrial DNA in blood samples from three widely separated Native American groups: Pima- Papago Indians in Arizona, Maya Indians on the Y ucatan peninsula, Mexico, and Ticuna Indians in the Upper Amazon region of Brazil. As would have been predicted by Robert Williams's work, all three groups appear to be descended from the same ancestral (Paleo-lndian) population.F There are two other kinds of research that have thrown some light on the origins of the Native American population; they involve the study of teeth and of languages. The biological anthropologist Christy Turner is an expert in the analysis of changing physical characteristics in human teeth. He argues that tooth crowns and roots have a high genetic component, minimally affected by environmental and other factors. Studies carried out by Turner of many thousands of New and Old World specimens, both ancient and modern, suggest that the majority of prehistoric Americans are linked to Northern Asian populations by crown and root traits such as incisor shoveling (a scooping out on one or both surfaces of the tooth), single-rooted upper first premolars and triple-rooted lower first molars.According to Turner, this ties in with the idea of a single Paleo-lndian migration out of North Asia, which he sets at before 14,000 years ago by calibrating rates of dental micro-evolution. Tooth analyses also suggest that there were two later migrations of Na-Denes and Eskimo- Aleut.G The linguist Joseph Greenberg has, since the 1950s, argued that all Native American languages belong to a single 'Amerind' family, except for Na-Dene and Eskimo-Aleut - a view that gives credence to the idea of three main migrations. Greenberg is in a minority among fellow linguists, most of whom favour the notion of a great many waves of migration to account for the more than 1,000 languages spoken at one time by American Indians. But there is no doubt that the new genetic and dental evidence provides strong backing for Greenberg's view. Dates given for the migrations should nevertheless be treated with caution, except where supported by hard archaeological evidence.Question 14-19Reading Passage 2 has seven paragraphs, A-GChoose the correct heading for paragraphs A-F from the list of headings below.Write the correct number, i-x, into boxes 14-19 on your answer sheet.14Section A15Section A16Section A17Section A18Section A19Section AThe discussion of Williams's research indicates the periods at which early people are thought to have migrated along certain routes. There are six routes, A-F, marked on the map below. Complete the table below.Write the correct letter, A-F, in boxes 20 and 21 on your answer sheet.Early Population Movement to the AmericasQuestion 22-25Reading Passage 2 refers to the three-wave theory of early migration to the Americas. It also suggests in which of these three waves the ancestors of various groups of modem native Americans first reached the continent.Classify the groups named in the table below as originating fromA the first waveB the second waveC the third waveWrite the correct letter, A, B or C, in boxes 22-25 on your answer sheet.Choose the correct letter, A. B, C or D.Write the correct letter in box 26 on your answer sheet.26. Christy Turner's research involved the examination ofA. teeth from both prehistoric and modem Americans and Asians.B. thousands of people who live in either the New or the Old World.C. dental specimens from the majority of prehistoric Americans.D. the eating habits of American and Asian populations.Reading Passage 3You should spend about 20 minutes on QUESTIONS 27-40 which are based on Reading Passage 3 below.Forests are one of the main elements of our natural heritage. The decline of Europe's forests over the last decade and a half has led to an increasing awareness and understanding of the serious imbalances which threaten them.European countries are becoming increasingly concerned by major threats to European forests, threats which know no frontiers other than those of geography or climate: air pollution, soil deterioration, the increasing number of forest fires and sometimes even the mismanagement of our woodland and forest heritage. There has been a growing awareness of the need for countries to get together to co-ordinate their policies. In December 1990, Strasbourg hosted the first Ministerial Conference on the protection of Europe's forests. The conference brought together 31 countries from both Western and Eastern Europe. The topics discussed included the co-ordinated study of the destruction of forests, as well as how to combat forest fires and the extension of European research programs on the forest ecosystem. The preparatory work for the conference had been undertaken at two meetings of experts. Their initial task was to decide which of the many forest problems of concern to Europe involved the largest number of countries and might be the subject of joint action. Those confined to particular geographical areas, such as countries bordering the Mediterranean or the Nordic countriestherefore had to be discarded. However, this does not mean that in future they will be ignored.As a whole, European countries see forests as performing a triple function: biological, economic and recreational. The first is to act as a 'green lung' for our planet; by means of photosynthesis, forests produce oxygen through the transformation of solar energy, thus fulfilling what for humans is the essential role of an immense, non-polluting power plant. At the same time, forests provide raw materials for human activities through their constantly renewed production of wood. Finally, they offer those condemned to spend five days a week in an urban environment an unrivalled area of freedom to unwind and take part in a range of leisure activities, such as hunting, riding and hiking. The economic importance of forests has been understood since the dawn of man - wood was the first fuel. The other aspects have been recognised only for a few centuries but they are becoming more and more important. Hence, there is a real concern throughout Europe about the damage to the forest environment which threatens these three basic roles.The myth of the 'natural' forest has survived, yet there are effectively no remaining 'primary' forests in Europe. All European forests are artificial, having been adapted and exploited by man for thousands of years. This means that a forest policy is vital, that it must transcend national frontiers and generations of people, and that it must allow for the inevitable changes that take place in the forests, in needs, and hence in policy. The Strasbourg conference was one of the first events on such a scale to reach this conclusion. A general declaration was made that 'a central place in any ecologically coherent forest policy must be given to continuity over time and to the possible effects of unforeseen events, to ensure that the full potential of these forests is maintained'.That general declaration was accompanied by six detailed resolutions to assist national policy-making. The first proposes the extension and systematisation of surveillance sites to monitor forest decline. Forest decline is still poorly understood but leads to the loss of a high proportion of a tree's needles or leaves. The entire continent and the majority of species are now affected: between 30%and 50% of the tree population. The condition appears to result from the cumulative effect of a number of factors, with atmospheric pollutants the principal culprits. Compounds of nitrogen and sulphur dioxide should be particularly closely watched. However, their effects are probably accentuated by climatic factors, such as drought and hard winters, or soil imbalances such as soil acidification, which damages the roots. The second resolution concentrates on the need to preserve the genetic diversity of European forests. The aim is to reverse the decline in the number of tree species or at least to preserve the 'genetic material' of all of them. Although forest fires do not affect all of Europe to the same extent, the amount of damage caused the experts to propose as the third resolution that the Strasbourg conference consider the establishment of a European databank on the subject. All information used in the development of national preventative policies would become generally available. The subject of the fourth resolution discussed by the ministers was mountain forests. In Europe, it is undoubtedly the mountain ecosystem which has changed most rapidly and is most at risk. A thinly scattered permanent population and development of leisure activities, particularly skiing, have resulted in significant long-term changes to the local ecosystems. Proposed developments include a preferential research program on mountain forests. The fifth resolution relaunched the European research network on the physiology of trees, called Eurosilva. Eurosilva should support joint European research on tree diseases and their physiological and biochemical aspects. Each country concerned could increase the number of scholarships and other financial support for doctoraltheses and research projects in this area. Finally, the conference established the framework for a European research network on forest ecosystems. This would also involve harmonising activities in individual countries as well as identifying a number of priority research topics relating to the protection of forests. The Strasbourg conference's main concern was to provide for the future. This was the initial motivation, one now shared by all 31 participants representing 31 European countries. Their final text commits them to on-going discussion between government representatives with responsibility for forests.Question 27-33Do the following statements agree with the information given in Reading Passage 3?In boxes 27-33 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this in the passage27. Forest problems of Mediterranean countries are to be discussed at the next meeting of experts.28. Problems in Nordic countries were excluded because they are outside the European Economic Community.29. Forests are a renewable source of raw material.30. The biological functions of forests were recognised only in the twentieth century.31. Natural forests still exist in parts of Europe.32. Forest policy should be limited by national boundaries.33. The Strasbourg conference decided that a forest policy must allow for the possibility of change.Question 34-39Look at the following statements issued by the conference.Which six of the following statements, A-J, refer to the resolutions that were issued?Match the statements with the appropriate resolutions (Questions 34-39).Write the correct letter, A-J, in boxes 34-39 on your answer sheet.35Resolution 236Resolution 337Resolution 438Resolution 539Resolution 6Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.40. What is the best title for Reading Passage 3?A. The biological, economic and recreational role of forestsB. Plans to protect the forests of EuropeC. The priority of European research into ecosystemsD. Proposals for a world-wide policy on forest management参考答案1 FALSE2 TRUE3 NOT GIVEN4 TRUE5 FALSE6 NOT GIVEN7 C8 M9 F10 D11 N12 O13 E14 iv15 vii16 x17 i18 vi19 ii20 E21 D22 C23 B24 A25 A26 A27 NOT GIVEN28 FALSE29 TRUE30 FALSE31 FALSE32 FALSE33 TRUE34 J35 A36 E37 B38 G39 D40 B。

剑桥雅思8真题及答案解析雅思考试是全球范围内最广泛接受的英语水平测试之一。

剑桥雅思系列真题是备考雅思的重要参考资料。

本文将对剑桥雅思8真题进行详细解析，以帮助考生更好地了解和应对雅思考试。

第一部分：听力部分雅思听力部分共分为四个部分，总计40道题目。

剑桥雅思8真题的听力部分充满了多样化的语言环境和题材内容，对于考生的综合能力有很高的要求。

第一段对话是关于租房子的信息查询。

剑桥雅思8真题以英国地名为背景，描述了一个租房子的过程。

考生需要仔细听对话，在听得不太清楚的地方可以通过准确的推断填写答案。

第二段对话涉及医疗方面的信息查询。

这部分内容同样富有挑战性，因为英文医疗术语的衔接对汉语为母语的考生来说可能有一些困难。

因此，建议考生提前熟悉一些医疗相关的词汇，以便更好地理解和回答问题。

第三段对话是家庭成员之间的交流。

这部分对话是英国学生向他的朋友们描述他的家庭成员情况。

考生需要集中注意力，用细致入微的方式回答问题。

此外，考生还需要辨别对话者的语气和语调，以更好地理解描述的含义。

第四段对话是关于学术研究方面的信息查询。

这部分对话对雅思考生来说是比较具有挑战性的，因为它涉及到一些专业性的术语和研究背景。

准备这一部分的答案时，建议考生提前熟悉一些与学术研究相关的词汇和常用短语。

第二部分：阅读部分剑桥雅思8真题的阅读部分由三篇文章组成，每篇文章后面都有一些相关问题供考生回答。

第一篇文章是关于鲨鱼的保护与生存环境的研究。

这篇文章对鲨鱼的生活习性、生态系统和重要性进行了描述。

相关问题要求考生根据文章内容回答，并展开对鲨鱼保护的看法。

第二篇文章是一段关于视觉艺术和红外线的研究成果的报道。

考生需要理解和解释文章中提到的红外线研究对于视觉艺术的意义。

同时，北极光和追踪动物的研究也是本篇文章的内容。

第三篇文章是关于泰坦尼克号船沉没事件的分析与评论。

这篇文章不仅提供了事件的背景，还探讨了事件的原因和影响。

考生需要根据文章内容回答相关问题，并对导致沉船事故的原因进行分析和解释。

剑桥雅思阅读8原文翻译及答案(test4)为了帮助大家备考，店铺为大家整理收集了剑桥雅思阅读8真题：test4阅读原文，希望对各位考生的备考有所帮助,祝每位烤鸭考试顺利，都能取得好成绩!剑桥雅思阅读8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 1-5Reading Passage 1 has six sections, A-F.Choose the correct heading for sections B-F from the list of headings below.Write the correct number, i-ix, in boxes 1-5 on your answer sheet.List of HeadingsI The influence of Monbushoii Helping less successful studentsiii The success of compulsory educationiv Research findings concerning achievements in mathsv The typical format of a maths lessonvi Comparative expenditure on maths educationvii The key to Japanese successes in maths educationix The role of homework correctionExample AnswerSection A iv1 Section B2 Section C3 Section D4 Section E5 Section FLAND OF THE RISING SUMA Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils’ attainments since the 1960s have established that not only did Japanese pupils at age13 have better scores of average attainment, but there was alsoa larger proportion of ‘low’ attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?B Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.Classes are large — usually about 40 — and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in T okyo, because of the relative concentration of schools, there is some competition to get into the ‘better’ school in a particular area.C Traditional ways of teaching form the basis of the lessonand the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them.After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. Atthis point, the teacher would circulate and make sure that all the pupils were coping well.E It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other — anyway, it is in their interests since the class progresses together.This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of ‘if you work hard enough, you can do almost anything’. Parents are kept closely informed of their children’s progress and will play a part in helping their children to keep up with class, s ending them to ‘Juku’ (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.F So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy.Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one’s own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. Nopoor maths lessons were observed. They were mainly good and one or two were inspirational.Questions 6-9Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 6-9 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this6 There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.7 The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.8 Private schools in Japan are more modern and spacious than state-run lower secondary schools.9 Teachers mark homework in Japanese schools.Questions 10-13Choose the correct letter, A, B, C or D.Write the correct letter in boxes 10-13 on your answer sheet.10 Maths textbooks in Japanese schools areA cheap for pupils to buyB well organized and adapted to the needs of the pupils.C written to be used in conjunction with TV programmes.D not very popular with many Japanese teachers.11 When a new maths topic is introduced，A students answer questions on the board.B students rely entirely on the textbook.C it is carefully and patiently explained to the students.D it is usual for students to use extra worksheets.12 How do schools deal with students who experience difficulties?A They are given appropriate supplementary tuition.B They are encouraged to copy from other pupils.C They are forced to explain their slow progress.D They are placed in a mixed-ability class.13 Why do Japanese students tend to achieve relatively high rates of success in maths?A It is a compulsory subject in Japan.B They are used to working without help from others.C Much effort is made and correct answers are emphasized.D there is a strong emphasis on repetitive learning.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Biological control of pestsThe continuous and reckless use of synthetic chemicals for the control of pests which pose a threat to agricultural crops and human health is proving to be counter-productive. Apart from engendering widespread ecological disorders, pesticides have contributed to the emergence of a new breed of chemical-resistant, highly lethal superbugs.According to a recent study by the Food and Agriculture Organisation (FAO), more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals. Not to be left behind are the disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in use.One glaring disadvantage of pesticides’ application is that,while destroying harmful pests, they also wipe out many useful non-targeted organisms, which keep the growth of the pest population in check. This results in what agroecologists call the ‘treadmill syndrome’. Because of their tremendous breeding potential and genetic diversity, many pests are known to withstand synthetic chemicals and bear offspring with a built-in resistance to pesticides.The havoc that the ‘treadmill syndrome’ can bring about is well illustrated by what happened to cotton farmers in Central America. In the early 1940s, basking in the glory of chemical-based intensive agriculture, the farmers avidly took to pesticides as a sure measure to boost crop yield. The insecticide was applied eight times a year in the mid-1940s, rising to 28 in a season in the mid-1950s, following the sudden proliferation of three new varieties of chemical-resistant pests.By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides. In the early 1970s, the spraying frequently reached 70 times a season as the farmers were pushed to the wall by the invasion of genetically stronger insect species.Most of the pesticides in the market today remain inadequately tested for properties that cause cancer and mutations as well as for other adverse effects on health, says a study by United States environmental agencies. The United States National Resource Defense Council has found that DDT was the most popular of a long list of dangerous chemicals in use.In the face of the escalating perils from indiscriminate applications of pesticides, a more effective and ecologicallysound strategy of biological control, involving the selective use of natural enemies of the pest population, is fast gaining popularity — though, as yet, it is a new field with limited potential. The advantage of biological control in contrast to other methods is that it provides a relatively low-cost, perpetual control system with a minimum of detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and self-dispersing.The Commonwealth Institute of Biological Control (CIBC) in Bangalore, with its global network of research laboratories and field stations, is one of the most active, non-commercial research agencies engaged in pest control by setting natural predators against parasites. CIBC also serves as a clearing-house for the export and import of biological agents for pest control world-wide.CIBC successfully used a seed-feeding weevil, native to Mexico, to control the obnoxious parthenium weed, known to exert devious influence on agriculture and human health in both India and Australia. Similarly the Hyderabad-based Regional Research Laboratory (RRL), supported by CIBC, is now trying out an Argentinian weevil for the eradication of water hyacinth, another dangerous weed, which has become a nuisance in many parts of the world. According to Mrs Kaiser Jamil of RRL, ‘The Argentinian weevil does not attack any other plant and a pair of adult bugs could destroy the weed in 4-5 days.’ CIBC is also perfecting the technique for breeding parasites that prey on ‘disapene scale’ insects — notorious defoliants of fruit trees in the US and India.How effectively biological control can be pressed into service is proved by the following examples. In the late 1960s, when Sri Lanka’s flouri shing coconut groves were plagued by leaf-mininghispides, a larval parasite imported from Singapore brought the pest under control. A natural predator indigenous to India, Neodumetia sangawani, was found useful in controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of the US. By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala Agricultural University freed a 12-kilometre-long canal from the clutches of the weed Salvinia molesta, popularly called ‘African Payal’ in Kerala. About 30,000 hectares of rice fields in Kerala are infested by this weed.Questions 14-17Choose the correct letter, A, B, C, or D.Write the correct letter in boxes 14-17 on your answer sheet.14 The use of pesticides has contributed toA a change in the way ecologies are classified by agroecologists.B an imbalance in many ecologies around the world .C the prevention of ecological disasters in some parts of the the world .D an increase in the range of ecologies which can be usefully farmed.15 The Food and Agriculture Organisation has counted more than 300 agricultural pests whichA are no longer responding to most pesticides in use.B can be easily controlled through the use of pesticides.C continue to spread disease in a wide range of crops.D may be used as part of bio-control’s replacement of pesticides.16 Cotton farmers in Central America began to use pesticidesA because of an intensive government advertising campaign.B in response to the appearance of new varieties of pest.C as a result of changes in the seasons and the climate.D to ensure more cotton was harvested from each crop.17 By the mid-1960s, cotton farmers in Central America found that pesticidesA were wiping out 50% of the pests plaguing the crops.B were destroying 50% of the crop they were meant to protect.C were causing a 50% increase in the number of new pests reported.D were costing 50% of the total amount they spent on their crops.Questions 18-21Do the following statements agree with the claims of the writer in Reading Passage 2?In boxes 18-21 on your answer sheet, writeYES if the statement agrees with the claims of the writerNo if the statement contradicts the claims of the writerNOT GIVEN if it impossible to say what the write thinks about this18 Disease-spreading pests respond more quickly to pesticides than agricultural pests do.19 A number of pests are now born with an innate immunity to some pesticides.20 Biological control entails using synthetic chemicals to try and change the genetic make-up of the pests’ offspring.21 Bio-control is free from danger under certain circumstances.Questions 22-26Complete each sentence with the correct ending, A-I, below.Write the correct letter, A-I, in boxes 22-26 on your answersheet.22 Disapene scale insects feed on23 Neodumetia sangawani ate24 Leaf-mining hispides blighted25 An Argentinian weevil may be successful in wiping out26 Salvinia molesta plaguesA forage grass.B rice fields.C coconut trees.D fruit trees.E water hyacinth.F parthenium weed.G Brazilian beetles.H grass-scale insects.I larval parasites.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Collecting Ant SpecimensCollecting ants can be as simple as picking up stray ones and placing them in a glass jar, or as complicated as completing an exhaustive survey of all species present in an area and estimating their relative abundances. The exact method used will depend on the final purpose of the collections. For taxonomy, or classification, long series, from a single nest, which contain all castes (workers, including majors and minors, and, if present, queens and males) are desirable, to allow the determination of variation within species. For ecological studies, the most important factor is collecting identifiable samples of as many of the different species present as possible. Unfortunately, thesemethods are not always compatible. The taxonomist sometimes overlooks whole species in favour of those groups currently under study, while the ecologist often collects only a limited number of specimens of each species, thus reducing their value for taxonomic investigations.To collect as wide a range of species as possible, several methods must be used. These include hand collecting, using baits to attract the ants, ground litter sampling, and the use of pitfall traps. Hand collecting consists of searching for ants everywhere they are likely to occur. This includes on the ground, under rocks, logs or other objects on the ground, in rotten wood on the ground or on trees, in vegetation, on tree trunks and under bark. When possible, collections should be made from nests or foraging columns and at least 20 to 25 individuals collected. This will ensure that all individuals are of the same species, and so increase their value for detailed studies. Since some species are largely nocturnal, collecting should not be confined to daytime. Specimens are collected using an aspirator (often called a pooter), forceps, a fine, moistened paint brush, or fingers, if the ants are known not to sting. Individual insects are placed in plastic or glass tubes (1.5-3.0 ml capacity for small ants, 5-8 ml for larger ants) containing 75% to 95% ethanol. Plastic tubes with secure tops are better than glass because they are lighter, and do not break as easily if mishandled.Baits can be used to attract and concentrate foragers. This often increases the number of individuals collected and attracts species that are otherwise elusive. Sugars and meats or oils will attract different species and a range should be utilised. These baits can be placed either on the ground or on the trunks of trees or large shrubs. When placed on the ground, baits should besituated on small paper cards or other flat, light-coloured surfaces, or in test-tubes or vials. This makes it easier to spot ants and to capture them before they can escape into the surrounding leaf litter.Many ants are small and forage primarily in the layer of leaves and other debris on the ground. Collecting these species by hand can be difficult. One of the most successful ways to collect them is to gather the leaf litter in which they are foraging and extract the ants from it. This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat. As the leaf litter dries from above, ants (and other animals) move downward and eventually fall out the bottom and are collected in alcohol placed below the funnel. This method works especially well in rain forests and marshy areas. A method of improving the catch when using a funnel is to sift the leaf litter through a coarse screen before placing it above the funnel. This will concentrate the litter and remove larger leaves and twigs. It will also allow more litter to be sampled when using a limited number of funnels.The pitfall trap is another commonly used tool for collecting ants. A pitfall trap can be any small container placed in the ground with the top level with the surrounding surface and filled with a preservative. Ants are collected when they fall into the trap while foraging. The diameter of the traps can vary from about 18 mm to 10 cm and the number used can vary- from a few to several hundred. The size of the traps used is influenced largely by personal preference (although larger sizes are generally better), while the number will be determined by the study being undertaken. The preservative used is usually ethylene glycol or propylene glycol, as alcohol will evaporate quickly and the trapswill dry out. One advantage of pitfall traps is that they can be used to collect over a period of time with minimal maintenance and intervention. One disadvantage is that some species are not collected as they either avoid the traps or do not commonly encounter them while foraging.Questions 27-30Do the following statements agree with the information given in Reading Passage 3?In boxes 27-30 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this27 Taxonomic research involves comparing members of one group of ants.28 New species of ants are frequently identified by taxonomists.29 Range is the key criterion for ecological collections.30 A single collection of ants can generally be used for both taxonomic and ecological purposes.Questions 31-36Classify the following statements as referring toA hand collectingB using baitC sampling ground litterD using a pitfall trapWrite the correct letter, A,B,C or D, in boxes 31-36 on your answer sheet.31 It is preferable to take specimens from groups of ants.32 It is particularly effective for wet habitats.33 It is a good method for species which are hard to find.34 Little time and effort is required.35 Separate containers are used for individual specimens.36 Non-alcoholic preservative should be used.Questions 37-40Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.剑桥雅思阅读8原文参考译文(test4)PASSAGE 1 参考译文：数学崛起之地A.就数学的平均成绩而言，日本的纪录要比英格兰和威尔士好得多。

剑桥雅思12Test8雅思阅读passage 3真题+解析推荐：剑桥雅思12Test8雅思阅读passage 1真题+解析、剑桥雅思12Test8雅思阅读passage 2真题+解析文章结构体裁：说明文主要内容：商业管理者角色的变革结构： A段金融危机暴露出公司董事会管理的问题B段董事对公司管理发生了变化C段以前董事会委托委员会对公司进行管理D段现在由专业的董事会对公司进行管理E段董事会缺乏长足远见F段首席执行官们的薪酬引起的争议G段公司每个领域都需要彻底改变考题解析Questions 27-33題目归类：List of Headings此类题型属于结构题，考查考生对于文章整体结构的把握。

解答此类题型首先要分析题目中给出的选项，确定各个选项的主要内容和相似选项之间的区别，然后要理解段落的基本构成方式，准确寻找段落的主题句(通常集中在段落的首尾句)。

如果主题句比较难确定，则可以寻找转折句型、定义句型或者总结句型来确定段落大意，也可以通过迅速浏览全段来总结段落中心意思。

题目解析：Questions 34-37題目归类：YES/NO/NOT GIVEN此类题型M于细节题，是雅思阅读中难度较小的题目。

此类题目考查题目中表述的信息与原文相关信息的关系。

在解题时，根据题目的定位词回原文找到相关的语言重现，如果原文与题目表述的信息一致，答案为YES;如果原文与题目表述的信息矛盾，答案为 NO;如果从原文的信息不能确定题目中所表述的信息，答案为NOT GIVEN。

题目解析：Questions 38-40題目类型：Sentence Completion此类题型属于细节题，重点考查定位、提取、归纳信息的能力。

解答此类题目的关键是先根据题目中的定位词，确定答案在原文的范围，再根据句意同义替换，提取、归纳出相关信息，回原文中找到相符的语言重现，从而确定答案。

注意在填写答案时，都是原文原词原顺序。

题目解析：剑桥雅思12pdf+听力mp3下载！。

IELTS 12 Test 8 阅读讲解介绍在雅思考试的阅读部分，考生需要通过阅读一些长篇文章来回答一系列问题。

本文将对雅思12套第8篇阅读文章进行详细的讲解，以帮助考生更好地理解文章内容和解题思路。

文章概述本篇阅读文章主要讨论了人类记忆的一些特点和问题。

文章指出，人类的记忆容量有限，对信息的选择和遗忘是大脑为了更高效地记忆而做出的调整。

文章还讨论了一些记忆实验和研究，并提出了一些关于记忆优化和身份认知的观点。

人类记忆的特点人类的记忆容量是有限的，无法无限存储大量的信息。

因此，大脑必须对信息进行选择和遗忘，以保证记忆的效率和准确性。

人们在记忆过程中，往往会选择对自己重要的信息进行记忆，而忽略对自己无关紧要的信息。

信息选择和遗忘的机制大脑对信息进行选择和遗忘的机制是复杂而精细的。

研究发现，人们更容易记住与自己的经验和兴趣相关的信息，而忽略与自己无关的信息。

此外，重复暴露和情感连接等因素也会影响记忆的选择和遗忘。

记忆实验和研究的结果许多记忆实验和研究揭示了人类记忆的一些特点和问题。

例如，有些实验表明，人们更容易记住情感强烈的事件，而忽略情感较弱的事件。

另外，一些实验还发现，反复回顾和复习可以帮助人们更好地记忆信息。

记忆优化的方法为了提高记忆的效果，人们可以采取一些记忆优化的方法。

例如，使用记忆法，如联想记忆法和编码记忆法，可以帮助人们更好地记忆信息。

此外，锻炼大脑和保持良好的生活习惯也对记忆的优化有积极的影响。

身份认知与记忆身份认知是指人们对自己身份的认同和理解。

研究发现，身份认知与记忆之间存在着密切的关系。

对于与自己身份相关的信息，人们通常能够更好地记忆和理解。

因此，身份认知对于记忆的影响是不可忽视的。

结论人类的记忆容量是有限的，大脑通过选择和遗忘来优化记忆效果。

记忆优化的方法可以提高记忆的效果，而身份认知与记忆之间存在着密切的关系。

在备考雅思阅读时，考生可以通过理解人类记忆的特点和调整机制，提高对文章的理解和解题能力。

剑桥雅思12Test8雅思⼝语Part2话题+范⽂剑桥雅思12Test8雅思⼝语Part2话题+范⽂推荐：剑桥雅思12Test8雅思⼝语Part1话题+范⽂Describe a time when you visited a friend or family member at their workplace.You should say:who you visitedwhere this person workedwhy you visited this person's workplaceand explain how you felt about visiting this person's workplace.参考答案⼀A few weeks ago, I visited my friend Miss Wen’s small caft, which was not really far away from my working place.I walked about 20 minutes when I finished my work, and found a beautiful small cafe decorated well by colourful flowers. My friend Miss Wen was waiting me in the front door. This was my first time to go to her working place, since she opened her cafe shop nearly 2 months. She used to be an accountant in an investment corporation, and felt really bored and disinterested after five years of staying there. Then she decided to work for herself by running a smaU shop, and this is how this cafe comes from.That was about 4 p.m. in the afternoon, so only a few consumers had their coffee here. My friend went to the bar and made two cups of cappuccinos. When I saw her making the coffee, I could felt her happiness. You know, a big smile was hanging on her face,and she was humming a song. Later, she served me the coffee, and we sat together to chat with each other about her cafe, her new working place.Miss Wen's cafe offered me a canteen-like experience with well-seasoned food, and her target consumers are people who want a quick lunch with a reasonable price, as well as flavourful choice,‘I know people are tired and exhausted after long hours of work, and I want to provide them a great place to sooth their mind', she said. However, from her words, and from her facial expressions, I knew she was much happier than before. Instead of staying in the office and sitting for extended periods during the day，she could walk around to clean tables, water flowers in the small garden in the front side, or make a fresh coffee for customers, or chat with people who had lunch here.. .this new working place brought her much more happiness and satisfaction.参考答案⼆Yesterday, I was invited to my cousin’s workplace —a fitness centre located inthe city centre.My cousin is working there as a gymnasium coach. I went there because I wanted to join some fitness courses like yoga and Pilates to lose my weight, so I called my cousin the day before yesterday and we decided to meet him in his workplace.He then showed me around the centre. It was really a well-equipped fitness centre opening out to a series of south-facing terraces, which provided both afternoon sunshine and visceral connection to the city garden. According to his introduction, this was also the city's most complete gym, which consisted of a swimming pool, a badminton hall, sauna rooms and massaging bath areas. ‘Working here was awesome, ’I said to my cousin. To be honest, this working environment was wonderful. Then, I quickly decided to join my fitness courses here; after signing contracts, we decided to have a dinner together, but I still needed to wait him about one hour because he had to finish his coach work.I ordered a cup of coffee in the bar, and saw him teaching a young chubby girl to do body building exercises. He was so patient, correcting every single mistake, and when he wears the tight singlet， you can easily see his strong muscle and body lines! That was really a different man for me, so he was not that ‘little shy boy’ when he entered the workforce years ago!剑桥雅思12pdf+听⼒mp3下载！。

剑桥雅思八阅读详解TEST1READING PASSAGE 1 计时器发展史段落配对题1, 排除全文都含有的关键词“TIME KEEPING”哪里都有就不是关键词“cold temperature”回答原文中找答案。

D段结尾”often freezing weather of”同义重现。

2，如果题目中定语和修饰成分太长，则把关键词落在靠后的位置，做题就比较有效。

关键词“Calendar, farming” B段出现了两个原形重现，很容易选出。

3，关键词pendulum（clock），origin’s段倒数第2行”a pendulum clock had been devised”.发明制造出来。

4，”(calculate) uniform hours”. E段第2行”to keeping equal ones”上半句提到了”one”指的就是”hours””；”equal”的意思就是uniform”.5，答案B。

原文分为两大部分ABC第一部分讨论的是”calendar”一年之内的计时器，DEFGH第二部分讨论的是一天之内计时器clock。

所以第五第八题三选二，很好做。

6，答案E。

“two equal hakves” 原文在本段最后一句7，答案G. 关键词”new shape”原文第二行” was a lever based devise shaped like a ship’s anchor.”8,答案A。

关键词”organize-event-schedule”原文第三行”co-ordinate activities…plant-regulate.”9-13题。

该题型为100%集中在了某一段找答案；图上有标题“1670”就是关键词。

很快即可定义在G段。

注意：答案小于等于2个词9，resembling好像…一样shape like答案：ship’s anchor(第二行)10，escape wheel11，tooth 第四行12，long pendulum13, second倒数第二行。

剑桥雅思8-第三套试题-阅读部分-P A S S A G E1-阅读真题原文部分:R E A D I N G P A S S A G E 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 b e l o w.Striking Back at Lightning With LasersSeldom is the weather more dramatic than when thunderstorms strike. Their electrical fury inflicts death or serious injury on around 500 people each year in the United States alone. As the clouds roll in, a leisurely round of golf can become a terrifying dice with death - out in the open, a lone golfer may be a lightning bolt's most inviting target. And there is damage to property too. Lightning damage costs American power companies more than $100 million a year.But researchers in the United States and Japan are planning to hit back. Already in laboratory trials they have tested strategies for neutralising the power of thunderstorms, and this winter they will brave real storms, equipped with an armoury of lasers that they will be pointing towards the heavens to discharge thunderclouds before lightning can strike.The idea of forcing storm clouds to discharge their lightning on command is not new. In the early 1960s, researchers tried firing rockets trailing wires into thunderclouds to set up an easy discharge path for the huge electric charges that these clouds generate. The technique survives to this day at a test site in Florida run by the University of Florida, with support from the Electrical Power Research Institute (EPRI), based in California. EPRI, which is funded by power companies, is looking at ways to protect the United States' power grid from lightning strikes. 'We can cause the lightning to strike where we want it to using rockets, ' says Ralph Bernstein, manager of lightningprojects at EPRI. The rocket site is providing precise measurements of lightning voltages and allowing engineers to check how electrical equipment bears up.Bad behaviourBut while rockets are fine for research, they cannot provide the protection from lightning strikes that everyone is looking for. The rockets cost around $1, 200 each, can only be fired at a limited frequency and their failure rate is about 40 per cent. And even when they do trigger lightning, things still do not always go according to plan. 'Lightning is not perfectly well behaved, ' says Bernstein. 'Occasionally, it will take a branch and go someplace it wasn't supposed to go. ' And anyway, who would want to fire streams of rockets in a populated area? 'What goes up must come down, ' points out Jean-Claude Diels of the University of New Mexico. Diels is leading a project, which is backed by EPRI, to try to use lasers to discharge lightning safely - and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk. With around $500, 000 invested so far, a promising system is just emerging from the laboratory.The idea began some 20 years ago, when high-powered lasers were revealing their ability to extract electrons out of atoms and create ions. If a laser could generate a line of ionisation in the air all the way up to a storm cloud, this conducting path could be used to guide lightning to Earth, before the electric field becomes strong enough to break down the air in an uncontrollable surge. To stop the laser itself being struck, it would not be pointed straight at the clouds. Instead it would be directed at a mirror, and from there into the sky. The mirror would be protected by placing lightning conductors close by. Ideally, the cloud-zapper (gun)would be cheap enough to be installed around all key power installations, and portable enough to be taken to international sporting events to beam up at brewing storm clouds.A stumbling blockHowever, there is still a big stumbling block. The laser is no nifty portable: it's a monster that takes up a whole room. Diels is trying to cut down the size and says that a laser around the sizeof a small table is in the offing. He plans to test this more manageable system on live thunderclouds next summer.Bernstein says that Diels's system is attracting lots of interest from the power companies. But they have not yet come up with the $5 million that EPRI says will be needed to develop a commercial system, by making the lasers yet smaller and cheaper. 'I cannot say I have money yet, but I'm working on it, ' says Bernstein. He reckons that the forthcoming field tests will be the turning point - and he's hoping for good news. Bernstein predicts 'an avalanche of interest and support' if all goes well. He expects to see cloud-zappers eventually costing 100, 000 each.Other scientists could also benefit. With a lightning 'switch' at their fingertips, materials scientists could find out what happens when mighty currents meet matter. Diels also hopes to see the birth of 'interactive meteorology' - not just forecasting the weather but controlling it. 'If we could discharge clouds, we might affect the weather, ' he says.And perhaps, says Diels, we'll be able to confront some other meteorological menaces. 'We think we could prevent hail by inducing lightning, ' he says. Thunder, the shock wave that comes from a lightning flash, is thought to be the trigger for the torrential rain that is typical of storms.A laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of the giant hailstones that threaten crops. With luck, as the storm clouds gather this winter, laser-toting researchers could, for the first time, strike back.Questions 1-3Choose the correct letter, A, B, C or D.Write the correct letter in boxes 1-3 on your answer sheet.1 The main topic discussed in the text isA the damage caused to US golf courses and golf players by lightning strikes.B the effect of lightning on power supplies in the US and in Japan.C a variety of methods used in trying to control lightning strikes.D a laser technique used in trying to control lightning strikes.2 According to the text, every year lightningA does considerable damage to buildings during thunderstorms.B kills or injures mainly golfers in the United States.C kills or injures around 500 people throughout the world.D damages more than 100 American power companies.3 Researchers at the University of Florida and at the University of New MexicoA receive funds from the same source.B are using the same techniques.C are employed by commercial companies.D are in opposition to each other.Questions 4-6Complete the sentences below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-6 on your answer sheet.4 EPRI receives financial support from………………………….5 The advantage of the technique being developed by Diels is that it can be used……………… .6 The main difficulty associated with using the laser equipment is related to its……………….Questions 7-10Complete the summary using the list of words, A-I, below.Write the correct letter, A-I, in boxes 7-10 on your answer sheet.In this method, a laser is used to create a line of ionisation by removing electrons from7 …………………………. This laser is then directed at 8 ………………………… in order to control electrical charges, a method which is less dangerous than using 9 …………………………. As a protection for the lasers, the beams are aimed firstly at 10………………………….Questions 11-13Do the following statements agree with the information given in Reading Passage 1?In boxes 11-13 on your answer sheet writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this11 Power companies have given Diels enough money to develop his laser.12 Obtaining money to improve the lasers will depend on tests in real storms.13 Weather forecasters are intensely interested in Diels's system.READING PASSAGE 1篇章结构解题地图难度系数：★★★解题顺序：按题目顺序解答即可友情提示：烤鸭们注意：本文中的SUMMARY题目顺序有改变，解题要小心；MULTIPLE CHOICE的第三题是个亮点，爱浮想联翩的烤鸭们可能会糊掉。

智课网IELTS备考资料剑桥雅思8G类阅读真题(B-3)摘要：在历年的雅思考试当中，剑桥雅思G类阅读真题出现的频率非常高，小编特此为雅思考生带来了剑桥雅思G类阅读真题，希望能给大家带来帮助。

参考解析：Section 3篇章结构体裁：说明文主要内容：这篇文章首先介绍了在新西兰学习第二语言没有得到普遍认同这一现象，接着从专家的角度证明学习第二语言对孩子的发展是有好处的，并以几个移民家庭的孩子为例加以说明。

试题解析Questions 28-31·题目类型：TRUE/FALSE/NOT GIVEN·题目解析：题号：28定位词：second language, born答案位置：第1段第2～3句：...in New Zealand...speakers of two or more languages are in the minority. Eighty-four percent of New Zealanders are monolingual...题解：题目：在新西兰大多数会说第二语言的人都是在别的国家出生的。

原文：……在新西兰会说两种或两种以上语言的人很少。

84%的新西兰人只会说一种语言……必要分析：题目中说在新西兰会说两种语言的人大都是外来移民。

原文中说84%的新西兰人都只会说一种语言，那么很显然在新西兰能够说两种语言的人大多数都是外来移民。

题目与原文论述一致。

答案为TRUE。

题号：29定位词:New Zealanders, good, second language答案位置：第3段第1句：But in fact, the general agreement among experts is that learning a second language is good for children.第2段最后1句：But, if you speak another language to your children in New Zealand, there are some people who think that you are not helping them to become a member of society.题解：题目：大多数新西兰人认为教孩子学第二语言是件好事。

剑桥雅思12Test8雅思阅读passage3参考译文剑桥雅思12Test8雅思阅读passage 3参考译文——英国公司需要更加高效的董事会推荐：剑桥雅思12T est8雅思阅读passage 3真题+解析A 在经历了一系列严重的管理失误(也就是公司的最高层如何管理)后，英国以及世界其他地方的公司应该思考对其董事的角色进行根本的变革。

很明显，当今的董事会成员不是一个容易的职位。

2008年的金融危机造成了一段远超预期的深刻和持久的经济低迷期，人们在危机之后分析造成的原因，这意味着归咎的嫌疑范围很大。

政府、监管机构、中央银行和审计部门都在其中。

银行经理及其管理层的作为和他们公开的失职行为都在各种各样的报道、调查和评论中受到了广泛的挑剔。

B 这场审视的连锁效应就是要使普遍的公司管理问题变成大众热烈讨论的议题，同时也极大地增加了管理者的压力和责任。

从最简单最实用的层面上来说，用于履行董事职责的时间有了大幅增长，从而使人们质疑过去传统公司管理模式的有效性，即由兼职的、独立非执行董事来管理。

过去董事会议程也许包括一年8一10次的会议，而在如今的许多公司里，需要董事会参与讨论和决策的事情数量大幅增多。

并且，每次会议的阅读量和需要的准备工作也显著增加。

日程有可能排得太满，这意味着用来讨论建设性意见的时间必须根据需要进行限制以完成正事。

C 以前董事会的事务要交给委员会以处理大额的工作量，这么做也许确实更有效率，但是也意味着董事会作为一个整体，在充分解决一些最重要的事情上缺乏参与度。

一场审计委员会议的时间比董事会会议的时间久并不稀奇。

会议流程可能会代替讨论协商，而这就牺牲了真正的协调合作，结果就是只注重标注(流程)事项而不是真正解决问题。

D 有一个根本的方案也许对一些十分大型的、业务范围很广泛复杂的公司有效，那就是组建一个专业的董事会，其成员可以每周最多工作三四天，由其专属员工和顾问辅助支持。

这么做存在明显的风险，所以关键是要建立清晰的指导原则，保证它不会因太过掺和到公司的日常运营事务之中去而冒犯到管理层。