剑桥雅思阅读10真题解析(test2)（合集7篇）

       READING PASSAGE

       You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.

       Questions 1-7

       Reading Passage 1 has seven paragraphs, A-G.

       Choose the correct heading for each paragraph from the list of headings below.

       Write the correct number，i-ix，in boxes 1-7 on your answer sheet

       List of Headings

       i The search for the reasons for an increase in population

       ii Industrialisation and the fear of unemployment

       iii The development of cities in Japan

       iv The time and place of the Industrial Revolution

       v The cases of Holland, France and China

       vi Changes in drinking habits in Britain

       vii Two keys to Britain’s industrial revolution

       viii Conditions required for industrialisation

       ix Comparisons with Japan lead to the answer

       1 Paragraph A

       2 Paragraph B

       3 Paragraph C

       4 Paragraph D

       5 Paragraph E

       6 Paragraph F

       7 Paragraph G

       Tea and the Industrial Revolution

       A Cambridge professor says that a change in drinking babits was the reason for the Industrial Revolution in Britain. Anjana Abuja reports

       A Alan Macfarlane, professor of anthropological science at King’s College, Cambridge, has, like other historians, spent decades wrestling with the enigma of the Industrial Revolution. Why did this particular Big Bang — the world-changing birth of industry — happen in Britain? And why did it strike at the end of the 18th century?

       B Macfarlane compares the puzzle to a combination lock. ‘There are about 20 different factors and all of them need to be present before the revolution can happen,’ he says. For industry to take off, there needs to be the technology and power to drive factories, large urban populations to provide cheap labour, easy transport to move goods around, an affluent middle-class willing to buy mass-produced objects, a market-driven economy and a political system that allows this to happen. While this was the case for England, other nations, such as Japan, the Netherlands and France also met some of these criteria but were not industrialising. ‘All these factors must have been necessary but not sufficient to cause the revolution,’ says Macfarlane. ‘After all, Holland had everything except coal while China also had many of these factors. Most historians are convinced there are one or two missing factors that you need to open the lock.’

       C The missing factors, he proposes, are to be found in almost even kitchen curpboard. Tea and beer, two of the nation’s favourite drinks, fuelled the revolution. The antiseptic properties of tannin, the active ingredient in tea, and of hops in beer — plus the fact that both are made with boiled water — allowed urban communities to flourish at close quarters without succumbing to water-borne diseases such as dysentery. The theory sounds eccentric but once he starts to explain the detective work that went into his deduction, the scepticism gives way to wary admiration. Macfarlane’s case has been strengthened by support from notable quarters — Roy Porter, the distinguished medical historian, recently wrote a favourable appraisal of his research.

       D Macfarlane had wondered for a long time how the Industrial Revolution came about. Historians had alighted on one interesting factor around the mid-18th century that required explanation. Between about 1650 and 1740，the population in Britain was static. But then there was a burst in population growth. Macfarlane says: ‘The infant mortality rate halved in the space of 20 years, and this happened in both rural areas and cities, and across all classes. People suggested four possible causes. Was there a sudden change in the viruses and bacteria around? Unlikely. Was there a revolution in medical science? But this was a century before Lister’s revolution_ Was there a change in environmental conditions? There were improvements in agriculture that wiped out malaria, but these were small gains. Sanitation did not become widespread until the 19th century. The only option left is food. But the height and weight statistics show a decline. So the food must have got worse. Efforts to explain this sudden reduction in child deaths appeared to draw a blank.’

       E This population burst seemed to happen at just the right time to provide labour for the Industrial Revolution. ‘When you start moving towards an industrial revolution, it is economically efficient to have people living close together,’ says Macfarlane. ‘But then you get disease, particularly from human waste.’ Some digging around in historical records revealed that there was a change in the incidence of water-borne disease at that time, especially dysentery. Macfarlane deduced that whatever the British were drinking must have been important in regulating disease. He says, ‘We drank beer. For a long time, the English were protected by the strong antibacterial agent in hops, which were added to help preserve the beer. But in the late 17th century a tax was introduced on malt, the basic ingredient of beer. The poor turned to water and gin and in the 1720s the mortality rate began to rise again. Then it suddenly dropped again. What caused this?’

       F Macfarlane looked to Japan, which was also developing large cities about the same time, and also had no sanitation. Water-borne diseases had a much looser grip on the Japanese population than those in Britain. Could it be the prevalence of tea in their culture? Macfarlane then noted that the history of tea in Britain provided an extraordinary coincidence of dates. Tea was relatively expensive until Britain started a direct clipper trade with China in the early 18th century. By the 1740s, about the time that infant mortality was dipping, the drink was common. Macfarlane guessed that the fact that water had to be boiled, together with the stomach-purifying properties of tea meant that the breast milk provided by mothers was healthier than it had ever been. No other European nation sipped tea like the British, which, by Macfarlane’s logic, pushed these other countries out of contention for the revolution.

       G But, if tea is a factor in the combination lock, why didn’t Japan forge ahead in a tea-soaked industrial revolution of its own? Macfarlane notes that even though 17th-century Japan had large cities, high literacy rates, even a futures market, it had turned its back on the essence of any work-based revolution by giving up labour-saving devices such as animals, afraid that they would put people out of work. So, the nation that we now think of as one of the most technologically advanced entered the 19th century having ‘abandoned the wheel’.

       _oseph Lister was the first doctor to use antiseptic techniques during surgical operations to prevent infections.

       Questions 8-13

       Do the following statements agree with the information given in Reading Passage 1?

       In boxes 8-13 on your answer sheet, write

       TRUE if the statement agrees with the information

       FALSE if the statement contradicts the information

       NOT GIVEN if there is no information on this

       8 China’s transport system was not suitable for industry in the 18th century.

       9 Tea and beer both helped to prevent dysentery in Britain.

       10 Roy Porter disagrees with Professor Macfarlane’s findings.

       11 After 1740，there was a reduction in population in Britain.

       12 People in Britain used to make beer at home.

       13 The tax on malt indirectly caused a rise in the death rate.

       READING PASSAGE 2

       You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

       Gifted children and learning

       A Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, ). The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.

       B Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition — and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning — metacognition — which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.

       C High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.

       D Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of autonomy and motivation to discover. However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child-initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.

       E But scientific progress is not all theoretical, knowledge is a so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).

       F To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Boekaerts’ (1991) review of emotion the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.

       Questions 14-17

       Reading 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 a reference to the influence of the domestic background on the gifted child

       15 reference to what can be lost if learners are given too much guidance

       16 a reference to the damaging effects of anxiety

       17 examples of classroom techniques which favour socially-disadvantaged children

       Questions 18-22

       Look at the following statements (Questions 18-22) and the list of people below.

       Match each statement with the correct person or people, A-E.

       Write the correct letter, A-E, in boxes 18-22 on your answer sheet.

       18 Less time can be spent on exercises with gifted pupils who produce accurate work.

       19 Self-reliance is a valuable tool that helps gifted students reach their goals.

       20 Gifted children know how to channel their feelings to assist their learning.

       21 The very gifted child benefits from appropriate support from close relatives.

       22 Really successful students have learnt a considerable amount about their subject.

       List of People

       A Freeman

       B Shore and Kanevsky

       C Elshout

       D Simonton

       E Boekaerts

       Questions 23-26

       Complete the sentences below.

       Choose NO MORE THAN TWO WORDS from the passage for each answer.

       Write your answers in boxes 23-26 on your answer sheet

       23 One study found a strong connection between children’s IQ and the availability of and

       at home.

       24 Children of average ability seem to need more direction from teachers because they do not have

       25 Metacognition involves children understanding their own learning strategies, as well as developing

       26 Teachers who rely on what is known as often produce sets of impressive grades in class tests.

       READING PASSAGE 3

       You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

       Museums of fine art and their public

       The fact that people go to the Louvre museum in Paris to see the original painting Mona Lisa when they can see a reproduction anywhere leads us to question some assumptions about the role of museums of fine art in today’s world

       One of the most famous works of art in the world is Leonardo da Vinci’s Mona Lisa. Nearly everyone who goes to see the original will already be familiar with it from reproductions, but they accept that fine art is more rewardingly viewed in its original form.

       However, if Mona Lisa was a famous novel, few people would bother to go to a museum to read the writer’s actual manuscript rather than a printed reproduction. This might be explained by the fact that the novel has evolved precisely because of technological developments that made it possible to print out huge numbers of texts, whereas oil paintings have always been produced as unique objects. In addition, it could be argued that the practice of interpreting or ‘reading’ each medium follows different conventions. With novels, the reader attends mainly to the meaning of words rather than the way they are printed on the page, whereas the ‘reader’ of a painting must attend just as closely to the material form of marks and shapes in the picture as to any ideas they may signify.

       Yet it has always been possible to make very accurate facsimiles of pretty well any fine art work. The seven surviving versions of Mona Lisa bear witness to the fact that in the 16th century, artists seemed perfectly content to assign the reproduction of their creations to their workshop apprentices as regular ‘bread and butter’ work. And today the task of reproducing pictures is incomparably more simple and reliable, with reprographic techniques that allow the production of high-quality prints made exactly to the original scale, with faithful colour values, and even with duplication of the surface relief of the painting.

       But despite an implicit recognition that the spread of good reproductions can be culturally valuable, museums continue to promote the special status of original work.

       Unfortunately, this seems to place severe limitations on the kind of experience offered to visitors.

       One limitation is related to the way the museum presents its exhibits. As repositories of unique historical objects, art museums are often called ‘treasure houses’. We are reminded of this even before we view a collection by the presence of security guards, attendants, ropes and display cases to keep us away from the exhibits. In many cases, the architectural style of the building further reinforces that notion. In addition, a major collection like that of London’s National Gallery is housed in numerous rooms, each with dozens of works, any one of which is likely to be worth more than all the average visitor possesses. In a society that judges the personal status of the individual so much by their material worth, it is therefore difficult not to be impressed by one’s own relative ‘worthlessness’ in such an environment.

       Furthermore, consideration of the ‘value’ of the original work in its treasure house setting impresses upon the viewer that, since these works were originally produced, they have been assigned a huge monetary value by some person or institution more powerful than themselves. Evidently, nothing the viewer thinks about the work is going to alter that value, and so today’s viewer is deterred from trying to extend that spontaneous, immediate, self-reliant kind of reading which would originally have met the work.

       The visitor may then be struck by the strangeness of seeing such diverse paintings, drawings and sculptures brought together in an environment for which they were not originally created. This ‘displacement effect’ is further heightened by the sheer volume of exhibits. In the case of a major collection, there are probably more works on display than we could realistically view in weeks or even months.

       This is particularly distressing because time seems to be a vital factor in the appreciation of all art forms. A fundamental difference between paintings and other art forms is that there is no prescribed time over which a painting is viewed. By contrast, the audience encounters an opera or a play over a specific time, which is the duration of the performance. Similarly, novels and poems are read in a prescribed temporal sequence, whereas a picture has no clear place at which to start viewing, or at which to finish. Thus art works themselves encourage us to view them superficially, without appreciating the richness of detail and labour that is involved.

       Consequently, the dominant critical approach becomes that of the art historian, a specialised academic approach devoted to ‘discovering the meaning’ of art within the cultural context of its time. This is in perfect harmony with the museum’s function, since the approach is dedicated to seeking out and conserving ‘authentic’, ‘original’ readings of the exhibits. Again, this seems to put paid to that spontaneous, participatory criticism which can be found in abundance in criticism of classic works of literature, but is absent from most art history.

       The displays of art museums serve as a warning of what critical practices can emerge when spontaneous criticism is suppressed. The museum public, like any other audience, experience art more rewardingly when given the confidence to express their views. If appropriate works of fine art could be rendered permanently accessible to the public by means of high-fidelity reproductions, as literature and music already are, the public may feel somewhat less in awe of them. Unfortunately, that may be too much to ask from those who seek to maintain and control the art establishment.

       Questions 27-3

       Complete the summary using the list of words, A-L, below.

       Write the correct letter, A-L, in boxes 27-31 on your answer sheet.

       The value attached to original works of art

       People go to art museums because they accept the value of seeing an original work of art. But they do not go to museums to read original manuscripts of novels, perhaps because the availability of novels has depended on 27 for so long, and also because with novels, the 28 are the most important thing.

       However, in historical times artists such as Leonardo were happy to instruct 29 to produce copies of their work and these days new methods of reproduction allow excellent replication of surface relief features as well as colour and 30

       It is regrettable that museums still promote the superiority of original works of art, since this may not be in the interests of the 3

       A institution B mass production C mechanical processes

       D public E paints F artist

       G size H underlying ideas I basic technology

       J readers K picture frames L assistants

       Questions 32-35

       Choose the correct letter, A, B, C or D.

       Write the correct letter in boxes 32-35 on your answer sheet

       32 The writer mentions London’s National Gallery to illustrate

       A the undesirable cost to a nation of maintaining a huge collection of art.

       B the conflict that may arise in society between financial and artistic values.

       C the negative effect a museum can have on visitors’ opinions of themselves.

       D the need to put individual well-being above large-scale artistic schemes.

       33 The writer says that today, viewers may be unwilling to criticise a work because

       A they lack the knowledge needed to support an opinion.

       B they fear it may have financial implications.

       C they have no real concept of the work’s value.

       D they feel their personal reaction is of no significance.

       34 According to the writer, the ‘displacement effect’ on the visitor is caused by

       A the variety of works on display and the way they are arranged.

       B the impossibility of viewing particular works of art over a long period.

       C the similar nature of the paintings and the lack of great works.

       D the inappropriate nature of the individual works selected for exhibition.

       35 The writer says that unlike other forms of art, a painting does not

       A involve direct contact with an audience.

       B require a specific location for a performance.

       C need the involvement of other professionals.

       D have a specific beginning or end.

       Questions 36-42

       Do the following statements agree with the views of the writer in Reading Passage 3?

       In boxes 36-40 on your answer sheet, write

       YES if the statement agrees with the views of the writer

       NO if the statement contradicts the views of the writer

       NOT GIVEN if it is impossible to say what the writer thinks about this

       36 Art history should focus on discovering the meaning of art using a range of media.

       37 The approach of art historians conflicts with that of art museums.

       38 People should be encouraged to give their opinions openly on works of art.

       39 Reproductions of fine art should only be sold to the public if they are of high quality.

       40 In the future, those with power are likely to encourage more people to enjoy art.

篇2：剑桥雅思阅读10真题解析(test2)

       Passage

       Question

       难度及答案：难度低;答案为iv

       关键词：time and place

       定位原文：A段最后两句“Why did this…of the 18th century?”为何这个独特的大爆炸——能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏在18世纪末?

       解题思路：A 段中提到了 happen in Britain 以及 at the end of thel8th century, 与iv 选项当中的time和place是对应的关系。

       Question 2

       难度及答案：难度低;答案为viii

       关键词：conditions required

       定位原文：B 段对此研究的有利评估。

       解题思路: 考生利用Roy Porter可以定位到C段最后一句，判断题目当中的disagrees与原文明显不符。

       Question 1

       参考译文：1740年后，英国的人口减少了。

       难度及答案：难度低;答案为FALSE

       关键词：After 1740, reduction

       定位原文：D段3：剑桥雅思阅读10真题解析(test2)

       Passage 1参考译文：

       茶与工业革命

       一个剑桥教授称英国工业革命的导火索是饮水习性的改变。

       ——Anjana Ahuja 报道

       A.Alan Macfarlane，剑桥大学国王学院的一位人类学教授，正如其他的历史学家那样，他已经花费数十年的时间来攻克工业革命这个来解之迷。为何这个独特的大爆炸能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏是发生在18世纪末?

       B.Macfarlane把这个未解之谜比作是密码锁。他说：“大约有20种不同的因素，而且所有的这些因素在工业革命发生之前就已存在。”由于工业已经腾飞需要科技生产力及能源来推动工厂的发展，大量的城市人口提供廉价的劳动力，有方便快捷的交通运输来转运货物，富足的中产阶級愿意购买大规模生产的物品，以及以市场为导向的政治经济体系，所有的这些都为此提供了可能性。然而，这些只是发生在英国的例子，至于其他的国家，比如日本、荷兰和法国，也有类似的可能性条件，但是这几个国家最终还是没有发生工业革命(产业化)。“所有的这些因素都是工业革命发生的必需却非充分条件。” Macfarlane说，“毕竞荷兰拥有一切资源，除了煤矿，中国也有很多这些因素。很多历史学家坚信打开这个谜的密码肯定还有一到两个因素是我们遗漏的。”

       C.那这些我们遗漏的因素，他提出，几乎可以在每个厨房的橱柜中找到。茶和啤酒，这两种在全国最受欢迎的饮料，就是工业革命的导火线。茶中的活性成分单宁，以及啤酒当中的啤酒花，都有杀菌的特性，加之茶和啤酒都是由热水制成，近距离的城市社区繁荣发展，而不受由水引发的疾病的迫害，比如痢疾。这个理论听上去有点奇怪，但是一旦他解释他推理中的探求工作后，怀疑就转变为对其谨慎态度的赞赏。Macfarlane的案例因得到著名的药学历史学家Roy Porter的支持而得以加强，最近Roy Porter写了一篇对此研究的有利评估。

       D.Macfarlane想知道工业革命是如何发生已经有很长一段时间了。历史学家们偶然发现了一个发生在18世纪中期的需要解释的有趣因素。在大约1650年到1740年间，英国的人口是静止不变的。 但是在那时(18世纪中期)，英国的人口是爆发增长的。Macfarlane说：“婴儿死亡率在20年间减少一半，并且同时发生在乡村和城市，贯穿所有的阶级。人们觉得有四种原因导致这种现象发生。有没有可能是病毒和细菌的突然变异?不可能。当时有发生医学科学的革命吗?当时确实有一种可以消灭疟疾的农业进步，但是这些只是一些小进步。直到19世纪的时候，卫生系统才得以传播开来。排除这些因素后，剩余的唯一可能就只有食物了。新生儿的身高和体重都显示了下降。因此，食物肯定也变得更糟。所有寻找造成儿童死亡率突然降低的努力都一无所获。

       E.人口的爆发看起来刚好就发生在工业革命需要大量劳动力的这个契机。“当社会朝着产业化前进时，人们近距离地生活在一起是经济有效的，” Macferlane说，“但是当时人若生病了，很可能是来自于人们的排泄物。一些历史记录揭示了当时水污染疾病的发生率发生了改变，特别是痢疾。Macfarlane发现，无论当时英国人喝的是什么，喝的这个东西都会对调节疾病发生率很重要。他说：“我们喝啤酒。很久以来，英国人都被啤酒酒花中强大的抗生素所保护，这种酒花是加在啤酒中用以保存啤酒的。但在17世纪末，麦芽开始收税，这是啤酒的基本组成部分。穷人因此转向喝水和松子酒，在18世纪20年代人口的死亡率又开始上升。然后又突然再次下降。是什么造成这种现象?”

       F.Macfarlane研究日本，此时的日本也是向大城市发展，也没有卫生系统的发展。水污染疾病并没有像英国那样对曰本的人口造成很大的影响。 会是茶在日本文化中普遍存在的缘故 吗? Macfarlane由此指出，在英国，茶的历史提供了一个意外的巧合。茶的价格是相对很贵的， 直到1S世纪的早期，英国对中国开始了贸易的黄金时代。1740年，也就是婴儿死亡率开始下降的时期，饮茶是很寻常的。Macfarlane猜测是水被煮沸，同时茶清肠胃的特性意味着母乳与以往相比更健康。欧洲没有任何一个国家像英国这样嗜茶，也就是，按照Macfarlane的逻辑，欧洲的这些国家没有获得在产业革命中名列前茅的机会。

       G.但是，如果茶是一个密码锁的因素，那为什么日本没有在它自己浸染茶文化中稳步前进地发生工业革命? Macfarlane指出尽管在17世纪日本已经有大城市高教育文化率甚至期货市场，日本最终仍然放弃劳动力的替代，比如动物，而回归到工作本位，因为害怕会使人们失业。因此，我们现在认为的科技最进步的国家之一，在进入19世纪时放弃了“工业革命的车轮”。

       Test 2 Passage 2参考译文：

       天才儿童与学习

       A. 国际上我们最经常使用一个通用的智力测试，即智商测试的分数来衡量一个人的天赋，一般需要超过一定的分数，大概达到前2%到5%的程度，才能被认为是有天赋。孩子的教育环境对智商分数和智力的使用途径有很大的帮助。比如，我们会发现孩子的智商水平和他们所接受的家庭教 育有很密切的关联(Freeman, 20)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的。因为智商测试是会受到孩子所学的内容决定性的影响，这类测试衡量到的是基于他们所处年龄所学到的东西;也就是说，他们是多好地掌握了所有的知识和在这个考试以内涉及的技巧。就词汇而言，很大程度取决于这些学生是否听说过这些词汇。但是智商测试既不能辨识学习和思考过程，也不能预见创造能力。

       B.适当的帮助才能让人变得优秀。不管在任何领域，为了达到一个极其高的标准，能力强的孩子也需要学习方式，包括学习使用的材料和专注的有挑战性的指导，还需要去鼓励孩子们去追逐自己梦想。看上去智商高、能力强的孩子和那些智力平庸或年纪稍大的小学生之间有着质的区别，因为后者需要老师给出外在的规这以弥补他们自我约束的缺乏。为了达到自我约束的最佳效果，所有 的孩子都应该得到帮助以认识自己的学习模式——元认知——这其中包含了学习计划的策略、监督、评估和选择学习的对象。情感认知也是元认知的一部分，所以举个例子来说，孩子必须有人帮助他们认识对即将学习的领域的感受，比如觉得好奇或者自信的感受。

       C.我们发现优等生更经常和更有效使用自律的学习策略，相比不那么优秀的学生而言，他们也更能够把这些策略利用于不熟悉的任务。 这很大程度反映在某些孩子在某些领域展示了自己的才华。纵览关于能力出众的孩子的思维模式的研究(Shore and Kanevsky, 1993)，它更简洁明了地指出教育者的问题：“如果他们(有天赋的孩子)仅仅思考得更快，那么我们需要推进教学的进度。如果他们仅仅越来越少犯错，那么我们需要减少练习的时间。”但是当然，这并不能涵盖所有情况;在教学方法中总有些调整，因为要考虑个体思考的多种方式。

       D.然而为了自学，聪明的孩子确实需要从他们的老师那里获得更多支持。反言之，那些喜欢“过分指导”的老师会降低有天赋的学生的学习自主性。因为“填鸭式”的教学会产生很好的考试结果，但这并不意味着人生同等的成功。对老师过分的依赖会导致学习自主性和探索欲望的缺失。无论如何，当老师们帮助学生去了解他们自己的想法和学习活动时，他们也增加了孩子的自律性。对一个小孩子而言，这可能 就如同“你今天学到了什么”，这个帮助他们认识到自己正在做什么的简单问题一样。考虑到教育的一个 基本目标就是将来自老师的控制学习转移给学生，改善学生学习的技巧也是在学校读书过程中的重要收获，尤其对于那些能力很高的孩子。还有很多新的方式可以在一些方面帮助孩子，比如在学习初级阶段、 同龄人的能力指导等。我们发现这样的实践对贫困地区的聪明孩子尤其有用。

       E.但是科学过程并不总是理论式的，知识对一个人优异的表现也是关键的：那些对某一领域认知很深入的人会比对此没有认识的人水平更高(Elshout 1995)。Simonton (1998)关于有创意的科学家的研究让他有了这样一个结论：在一定的水平之上，性格特征诸如独立，比起智力在寻求最高水平的专业知识方面发挥的作用更大，因为学习和练习需要大量的精力和时间。任何方式的创造性都能够被认为是专业和强烈动力的融合(Weisberg，1993)。

       F.总而言之，学习是会受到个体和其他重要因素的情绪的双重影响的。积极的情绪可以促进学习的创造力，而消极的情绪则抑制了创造力。比如说恐惧会限制好奇心的发展，而好奇心恰恰是科学进步的重要推动力，因为它能够鼓励解决问题的行为。在Boekaert的( 1991)关于在智商很高和学习成果很好的孩子的情绪回顾上，她发现情绪力量是很重要的。他们不仅仅是好奇的，而且经常有强烈的欲望去控制自己的环境，改善学习效率以及增加他们的学习资源。

       Test 2 Passage 3参考译文：

       艺术博物馆及其观众

       当在世界各地都可以看到仿制品的时候，人们还是会去罗浮宫欣赏原版的“蒙娜丽莎”画作，这一事实让我们对关于当今艺术博物馆角色的一些设想存疑。

       达·芬奇的蒙娜丽莎是世界上最为著名的画作之一 。几乎每个去观看原作的人都已通过仿制品熟知这幅作品，但他们承认，欣赏原版的艺术作品是更有价值的。

       然而，如果“蒙娜丽莎”是本著名小说，少有人会费心去博物馆阅读的原版手稿，而会选择阅读打印好的副本。或许这可以解释为：小说的演化恰好是因为技术的进步，从而可以印制出大量的文本，但是油画一直是作为独一无二的物件被制作的。另外，有人会辩驳道，解读或“阅读”不同的媒介应该遵循不同的惯例。对于小说，人们主要关注词句的意思而不是它们被印刷在纸上的方式，然而艺术作品的“读者”必须密切关注图画中所有标记、形状的材质形式和这些形式所象征表达的内容。

       不过，精美地制作出任何美术作品的高仿品一直都是可能的。现存的七件蒙娜丽莎的作品佐证了一个事实，即在16世纪，艺术家们很乐意把仿制他们作品的工作分配给他们工作室的学徒们，作为他们常规的谋生手段。如今复制画作的工作变得无比简单可靠，因为复印技术能够让我们获得高质量的，与原作尺寸一致、色值相同的印刷品，甚至还可以复制作品表面的浮雕效果。

       然而，尽管人们默认传播优秀的复制品有宝贵的文化价值，但是艺术博物馆依然宣传真迹的特殊地位。

       不幸的是，这严重限制了博物馆参观者的体验。

       其中一个限制是关于博物馆呈现其展品的方式。作为独一无二的历史物品的储藏地，艺术博物馆常常被称为“宝库”。这一点在我们参观展览时，有保安、服务人员、绳索和展示柜将我们与展览系列隔离之前，就早已得到提醒。很多情况下，相关建筑的风格强化了这个感受。另外，就像英国伦敦国家美术馆的一个主要的收藏系列，会被存放在无数个房间里，每个房间存放几十件作品，其中任何一件作品的价值可能都要超过普通游客的所有财富。在一个个人地位很大程度上取决于其物质财富的社会，很难让人不因在这个环境中相比而产生的卑微而感到印象深刻。

       进一步而言，考虑到原版作品能被放在这样的“宝库”所意味着的价值，观众内心是震撼的，因为正是由于它们是原版的，它们才能被某个比他们权威的个人或机构赋予巨大的金钱价值。显然无论现众怎么看待美术作品，也改变不了其价值，因此，现在的参观者拘泥于表达自己直接、即时、自我的作品解读，那种原本一见到作品就产生的原始解读。

       游客们可能被一种陌生感所震撼，这种震撼感是源于看到多样的油画、绘画作品和雕塑集中置于一个并不是它们被创造的环境里。这种“错位”的效果会被展品的大量数量进一步加强。以一个主要的收藏系列为例，一次展示的作品可能会比我们数星期或者数月所能够看完的还要多。

       这样的情况特别让人苦恼，因为时间似乎是欣赏所有艺术形式的一个重要因素。在欣赏画作和其他艺术品之间一个最根本的区别就是欣赏画作并没有被赋予具体的欣赏时间。相反的，现众可以有一段具体的时间欣赏话剧或者戏剧，这段时间就是表演的持续时间。类似的是，小说和诗歌也可以在一段有顺序的时间内被读完，然而一幅画没有一个明确开始欣赏和结束的点。因此，艺术画作本身就鼓励人们进行肤浅的欣赏，而人们并不会细细欣赏作品细节的丰富性和背后的辛劳。

       因此，最具主导性的方式是艺术历史学家的方法，一种专门致力于结合作品时代的文化背景去“寻找艺术品的意义”的专门的学术方法。这种方法与博物馆的功能很好地结合了，因为它是被用于寻找和保护对展品的“可信的”与“原创的”解读。再次，这看上去终结了那些在经典文学作品中大量常见的自发和分享的批判，这类批判在大多数的艺术史中是不存在的。

       当自发的批评行为被遏制的时候，一旦出现什么批评类的行为，艺术博物馆的展览可以作为一种警示。那些去艺术博物馆参观的人，像其他任何的观众一样，当他们被给予自信去表达他们的观点时，那么他们会觉得鉴赏艺术是更有价值的。如果合适的艺术作品可以永久地通过高仿真的复制品呈现给大众，就像学术文献和音乐一样们也许对这艺术作品会产生更少的敬畏。不幸的是，这也许对那些寻求保持和控制艺术机构的人是太高的要求。

篇4：剑桥雅思阅读解析8(test2)

       READING PASSAGE

       You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

       Sheet glass manufacture:

       the float process

       Glass, which has been made since the time of the Mesopotamians and Egyptians, is little more than a mixture of sand, soda ash and lime. When heated to about 1500 degrees Celsius (℃) this becomes a molten mass that hardens when slowly cooled. The first successful method for making clear, flat glass involved spinning. This method was very effective as the glass had not touched any surfaces between being soft and becoming hard, so it stayed perfectly unblemished, with a 'fire finish'. However, the process took a long time and was labour intensive.

       Nevertheless, demand for flat glass was very high and glassmakers across the world were looking for a method of making it continuously. The first continuous ribbon process involved squeezing molten glass through two hot rollers, similar to an old mangle. This allowed glass of virtually any thickness to be made non-stop, but the rollers would leave both sides of the glass marked, and these would then need to be ground and polished. This part of the process rubbed away around 20 per cent of the glass, and the machines were very expensive.

       The float process for making flat glass was invented by Alistair Pilkington. This process allows the manufacture of clear, tinted and coated glass for buildings, and clear and tinted glass for vehicles. Pilkington had been experimenting with improving the melting process, and in 1952 he had the idea of using a bed of molten metal to form the flat glass, eliminating altogether the need for rollers within the float bath. The metal had to melt at a temperature less than the hardening point of glass (about 600℃), but could not boil at a temperature below the temperature of the molten glass (about 1500℃). The best metal for the job was tin.

       The rest of the concept relied on gravity, which guaranteed that the surface of the molten metal was perfectly flat and horizontal. Consequently, when pouring molten glass onto the molten tin, the underside of the glass would also be perfectly flat. If the glass were kept hot enough, it would flow over the molten tin until the top surface was also flat, horizontal and perfectly parallel to the bottom surface. Once the glass cooled to 604℃ or less it was too hard to mark and could be transported out of the cooling zone by rollers. The glass settled to a thickness of six millimetres because of surface tension interactions between the glass and the tin. By fortunate coincidence, 60 per cent of the flat glass market at that time was for six-millimetre glass.

       Pilkington built a pilot plant in 1953 and by 1955 he had convinced his company to build a full-scale plant. However, it took 14 months of non-stop production, costing the company ￡100,000 a month, before the plant produced any usable glass. Furthermore, once they succeeded in making marketable flat glass, the machine was turned off for a service to prepare it for years of continuous production. When it started up again it took another four months to get the process right again. They finally succeeded in 1959 and there are now float plants all over the world, with each able to produce around 1000 tons of glass every day, non-stop for around 15 years.

       Float plants today make glass of near optical quality. Several processes — melting, refining, homogenising — take place simultaneously in the tonnes of molten glass in the furnace. They occur in separate zones in a complex glass flow driven by high temperatures. It adds up to a continuous melting process, lasting as long as 50 hours, that delivers glass smoothly and continuously to the float bath, and from there to a coating zone and finally a heat treatment zone, where stresses formed during cooling are relieved.

       The principle of float glass is unchanged since the 1950s. However, the product has changed dramatically, from a single thickness of 6.8 mm to a range from sub-millimetre to 25 mm, from a ribbon frequently marred by inclusions and bubbles to almost optical perfection. To ensure the highest quality, inspection takes place at every stage. Occasionally, a bubble is not removed during refining, a sand grain refuses to melt, a tremor in the tin puts ripples into the glass ribbon. Automated on-line inspection does two things. Firstly, it reveals process faults upstream that can be corrected. Inspection technology allows more than 100 million measurements a second to be made across the ribbon, locating flaws the unaided eye would be unable to see. Secondly, it enables computers downstream to steer cutters around flaws.

       Float glass is sold by the square metre, and at the final stage computers translate customer requirements into patterns of cuts designed to minimise waste.

       Questions 1-8

       Complete the table and diagram below.

       Choose NO MORE THAN TWO WORDS from the passage for each answer.

       Write your answers in boxes 1-8 on your answer sheet.

       Early methods of producing flat glass

       Method Advantages Disadvantages

       1............

       ? Glass remained

       2........... ? Slow

       ? 3.............

       Ribbon

       ? Could produce glass sheets of varying 4.............

       ? non-stop process ? Glass was 5...........

       ? 20% of glass rubbed away

       ? Machines were expensive

       图片1

       Questions 9-13

       Do the following statements agree with the information given in Reading Passage 1?

       In boxes 9-13 on your answer sheet, write

       TRUE if the statement agrees with the information

       FALSE if the statement contradicts the information

       NOT GIVEN if there is no information on this

       9 The metal used in the float process had to have specific properties.

       10 Pilkington invested some of his own money in his float plant.

       11 Pilkington’s first full-scale plant was an instant commercial success.

       12 The process invented by Pilkington has now been improved.

       13 Computers are better than humans at detecting faults in glass.

       READING PASSAGE 2

       You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.

       Question 14-17

       Reading passage 2 has six paragraphs, A-F.

       Choose the correct heading for paragraphs B and D-F from the list of headings below.

       Write the correct number, i-ix, in boxes 14-17 on your answer sheet.

       List of Headings

       i Predicting climatic changes

       ii The relevance of the Little Ice Age today

       iii How cities contribute to climate change.

       iv Human impact on the climate

       v How past climatic conditions can be determined

       vi A growing need for weather records

       vii A study covering a thousand years

       viii People have always responded to climate change

       ix Enough food at last

       Example Answer

       Paragraph A Viii

       14 Paragraph B

       Example Answer

       Paragraph C V

       15 Paragraph D

       16 Paragraph E

       17 Paragraph F

       THE LITTLE ICE AGE

       A This book will provide a detailed examination of the Little Ice Age and other climatic shifts, but, before I embark on that, let me provide a historical context. We tend to think of climate — as opposed to weather — as something unchanging, yet humanity has been at the mercy of climate change for its entire existence, with at least eight glacial episodes in the past 730,000 years. Our ancestors adapted to the universal but irregular global warming since the end of the last great Ice Age, around 10,000 years ago, with dazzling opportunism. They developed strategies for surviving harsh drought cycles, decades of heavy rainfall or unaccustomed cold; adopted agriculture and stock-raising, which revolutionised human life; and founded the world's first pre-industrial civilisations in Egypt, Mesopotamia and the Americas. But the price of sudden climate change, in famine, disease and suffering, was often high.

       B The Little Ice Age lasted from roughly 1300 until the middle of the nineteenth century. Only two centuries ago, Europe experienced a cycle of bitterly cold winters; mountain glaciers in the Swiss Alps were the lowest in recorded memory, and pack ice surrounded Iceland for much of the year. The climatic events of the Little Ice Age did more than help shape the modern world. They are the deeply important context for the current unprecedented global warming. The Little Ice Age was far from a deep freeze, however; rather an irregular seesaw of rapid climatic shifts, few lasting more than a quarter-century, driven by complex and still little understood interactions between the atmosphere and the ocean. The seesaw brought cycles of intensely cold winters and easterly winds, then switched abruptly to years of heavy spring and early summer rains, mild winters, and frequent Atlantic storms, or to periods of droughts, light northeasterly winds, and summer heat waves.

       C Reconstructing the climate changes of the past is extremely difficult, because systematic weather observations began only a few centuries ago, in Europe and North America. Records from India and tropical Africa are even more recent. For the time before records began, we have only 'proxy records' reconstructed largely from tree rings and ice cores, supplemented by a few incomplete written accounts. We now have hundreds of tree-ring records from throughout the northern hemisphere, and many from south of the equator, too, amplified with a growing body of temperature data from ice cores drilled in Antarctica, Greenland, the Peruvian Andes, and other locations, we are close to a knowledge of annual summer and winter temperature variations over much of the northern hemisphere going back 600 years.

       D This book is a narrative history of climatic shifts during the past ten centuries, and some of the ways in which people in Europe adapted to them. Part One describes the Medieval Warm Period, roughly 900 to 1200. During these three centuries, Norse voyagers from Northern Europe explored northern seas, settled Greenland, and visited North America. It was not a time of uniform warmth, for then, as always since the Great Ice Age, there were constant shifts in rainfall and temperature. Mean European temperatures were about the same as today, perhaps slightly cooler.

       E It is known that the Little Ice Age cooling began in Greenland and the Arctic in about 1200. As the Arctic ice pack spread southward, Norse voyages to the west were rerouted into the open Atlantic, then ended altogether. Storminess increased in the North Atlantic and North Sea. Colder, much wetter weather descended on Europe between 1315 and 1319, when thousands perished in a continent-wide famine. By 1400, the weather had become decidedly more unpredictable and stormier, with sudden shifts and lower temperatures that culminated in the cold decades of the late sixteenth century. Fish were a vital commodity in growing towns and cities, where food supplies were a constant concern. Dried cod and herring were already the staples of the European fish trade, but changes in water temperatures forced fishing fleets to work further offshore. The Basques, Dutch, and English developed the first offshore fishing boats adapted to a colder and stormier Atlantic. A gradual agricultural revolution in northern Europe stemmed from concerns over food supplies at a time of rising populations. The revolution involved intensive commercial farming and the growing of animal fodder on land not previously used for crops. The increased productivity from farmland made some countries self-sufficient in grain and livestock and offered effective protection against famine.

       F Global temperatures began to rise slowly after 1850, with the beginning of the Modern Warm Period. There was a vast migration from Europe by land-hungry farmers and others, to which the famine caused by the Irish potato blight contributed, to North America, Australia, New Zealand, and southern Africa. Millions of hectares of forest and woodland fell before the newcomers' axes between 1850 and 1890, as intensive European farming methods expanded across the world. The unprecedented land clearance released vast quantities of carbon dioxide into the atmosphere, triggering for the first time humanly caused global warming. Temperatures climbed more rapidly in the twentieth century as the use of fossil fuels proliferated and greenhouse gas levels continued to soar. The rise has been even steeper since the early 1980s. The Little Ice Age has given way to a new climatic regime, marked by prolonged and steady warming. At the same time, extreme weather events like Category 5 hurricanes are becoming more frequent.

       Questions 18-22

       Complete the summary using the list of words, A-I, below.

       Write the correct letter, A-I, in boxes 18-22 on your answer sheet.

       Weather during the Little Ice Age

       Documentation of past weather conditions is limited: our main sources of knowledge of conditions in the distant past are 18...........and 19.................. We can deduce that the Little Ice Age was a time of 20.............. , rather than of consistent freezing. Within it there were some periods of very cold winters, other of 21...............and heavy rain, and yet others that saw 22................with no rain at all.

       A climatic shifts B ice cores C tree rings

       D glaciers E interactions F weather observations

       G heat waves H storms I written accounts

       Questions 23-26

       Classify the following events as occurring during the

       A Medieval Warm Period

       B Little Ice Age

       C Modern Warm Period

       Write the correct letter, A, B or C, in boxes 23-26 on your answer sheet.

       23 Many Europeans started farming abroad.

       24 The cutting down of trees began to affect the climate.

       25 Europeans discovered other lands.

       26 Changes took place in fishing patterns.

       READING PASSAGE 3

       You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.

       Questions 27-32

       Reading Passage 3 has six paragraphs, A-F.

       Choose the correct heading for each paragraph from the list of headings below.

       Write the correct number, i-viii, in boxes 27-32 on your answer sheet.

       List of Headings

       i The difficulties of talking about smells

       ii The role of smell in personal relationships

       iii Future studies into smell

       iv The relationship between the brain and the nose

       v The interpretation of smells as a factor in defining groups

       vi Why our sense of smell is not appreciated

       vii Smell is our superior sense

       viii The relationship between smell and feelings

       27 paragraph A

       28 paragraph B

       29 paragraph C

       30 paragraph D

       31 paragraph E

       32 paragraph F

       The meaning and power of smell

       The sense of smell, or olfaction, is powerful. Odours affect us on a physical, psychological and social level. For the most part, however, we breathe in the aromas which surround us without being consciously aware of their importance to us. It is only when the faculty of smell is impaired for some reason that we begin to realise the essential role the sense of smell plays in our sense of well-being

       A A survey conducted by Anthony Synott at Montreal's Concordia University asked participants to comment on how important smell was to them in their lives. It became apparent that smell can evoke strong emotional responses. A scent associated with a good experience can bring a rush of joy, while a foul odour or one associated with a bad memory may make us grimace with disgust. Respondents to the survey noted that many of their olfactory likes and dislikes were based on emotional associations. Such associations can be powerful enough so that odours that we would generally label unpleasant become agreeable, and those that we would generally consider fragrant become disagreeable for particular individuals. The perception of smell, therefore, consists not only of the sensation of the odours themselves, but of the experiences and emotions associated with them.

       B Odours are also essential cues in social bonding. One respondent to the survey believed that there is no true emotional bonding without touching and smelling a loved one. In fact, infants recognise the odours of their mothers soon after birth and adults can often identify their children or spouses by scent. In one well-known test, women and men were able to distinguish by smell alone clothing worn by their marriage partners from similar clothing worn by other people. Most of the subjects would probably never have given much thought to odour as a cue for identifying family members before being involved in the test, but as the experiment revealed, even when not consciously considered, smells register.

       C In spite of its importance to our emotional and sensory lives, smell is probably the most undervalued sense in many cultures. The reason often given for the low regard in which smell is held is that, in comparison with its importance among animals, the human sense of smell is feeble and undeveloped. While it is true that the olfactory powers of humans are nothing like as fine as those possessed by certain animals, they are still remarkably acute. Our noses are able to recognise thousands of smells, and to perceive odours which are present only in extremely small quantities.

       D Smell, however, is a highly elusive phenomenon. Odours, unlike colours, for instance, cannot be named in many languages because the specific vocabulary simply doesn't exist. ‘It smells like…,’ we have to say when describing an odour, struggling to express our olfactory experience. Nor can odours be recorded: there is no effective way to either capture or store them over time. In the realm of olfaction, we must make do with descriptions and recollections. This has implications for olfactory research.

       E Most of the research on smell undertaken to date has been of a physical scientific nature. Significant advances have been made in the understanding of the biological and chemical nature of olfaction, but many fundamental questions have yet to be answered. Researchers have still to decide whether smell is one sense or two — one responding to odours proper and the other registering odourless chemicals in the air. Other unanswered questions are whether the nose is the only part of the body affected by odours, and how smells can be measured objectively given the non-physical components. Questions like these mean that interest in the psychology of smell is inevitably set to play an increasingly important role for researchers.

       F However, smell is not simply a biological and psychological phenomenon. Smell is cultural, hence it is a social and historical phenomenon. Odours are invested with cultural values: smells that are considered to be offensive in some cultures may be perfectly acceptable in others. Therefore, our sense of smell is a means of, and model for, interacting with the world. Different smells can provide us with intimate and emotionally charged experiences and the value that we attach to these experiences is interiorised by the members of society in a deeply personal way. Importantly, our commonly held feelings about smells can help distinguish us from other cultures. The study of the cultural history of smell is, therefore, in a very real sense, an investigation into the essence of human culture.

       Questions 33-36

       Choose the correct letter, A, B, C or D.

       Write the correct letter in boxes 33-36 on your answer sheet.

       33 According to the introduction, we become aware of the importance of smell when

       A we discover a new smell.

       B we experience a powerful smell.

       C our ability to smell is damaged.

       D we are surrounded by odours.

       34 The experiment described in paragraph B

       A shows how we make use of smell without realising it.

       B demonstrates that family members have a similar smell.

       C proves that a sense of smell is learnt.

       D compares the sense of smell in males and females.

       35 What is the write doing in paragraph C?

       A supporting other research

       B making a proposal

       C rejecting a common belief

       D describing limitations

       36 What does the write suggest about the study of smell in the atmosphere in paragraph E?

       A The measurement of smell is becoming more accurate.

       B Researchers believe smell is a purely physical reaction.

       C Most smells are inoffensive.

       D Smell is yet to be defined.

       Questions 37-40

       Complete the sentences below.

       Choose ONE WORD ONLY from the passage for each answer.

       Write your answers in boxes 37-40 on your answer sheet.

       37 Tests have shown that odours can help people recognise the.......... belonging to their husbands and wives.

       38 Certain linguistic groups may have difficulty describing smell because they lack the appropriate ................ .

       39 The sense of smell may involve response to................ which do not smell, in addition to obvious odours.

       40 Odours regarded as unpleasant in certain.................are not regarded as unpleasant in others.

篇5：剑桥雅思阅读解析8(test2)

       PASSAGE 1 参考译文：

       玻璃板制造：浮法工艺

       早在美索不达米亚时期和古埃及时期人们就开始制造玻璃，当时制作出的玻璃只不过是沙子、碳酸钠 和石灰的混合物而已。该混合物被加热到约1500摄氏度时会变成熔质，慢慢冷却后会硬化。最早成功制出透明、平整的玻璃的工艺中包括旋制法。该制法非常有效，因为玻璃在由软变硬的过程中不会接触任何表面，因此可以一直保持完美无瑕的状态，最后通过“火处理”收尾。然而，该过程耗时很长，而且要耗费大量的劳动力。

       尽管如此，人们对平整玻璃的需求很高，全世界的玻璃制造者都在寻找可以连续制造玻璃的方法。6：剑桥雅思阅读解析8(test2)

       Passage

       Question

       答案： spinning

       关键词： method

       定位原文: 7：(test2)剑桥雅思阅读7真题解读

       剑桥雅思阅读7原文(test2)

       READING PASSAGE

       You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

       Why pagodas don’t fall down

       In a land swept by typhoons and shaken by earthquakes, how have Japan’s tallest and seemingly flimsiest old buildings — 500 or so wooden pagodas — remained standing for centuries? Records show that only two have collapsed during the past 1400 years. Those that have disappeared were destroyed by fire as a result of lightning or civil war. The disastrous Hanshin earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened office blocks and devastated the port area of Kobe. Yet it left the magnificent five-storey pagoda at the Toji temple in nearby Kyoto unscathed, though it levelled a number of buildings in the neighbourhood.

       Japanese scholars have been mystified for ages about why these tall, slender buildings are so stable. It was only thirty years ago that the building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors. With its special shock absorbers to dampen the effect of sudden sideways movements from an earthquake, the thirty-six-storey Kasumigaseki building in central Tokyo — Japan’s first skyscraper — was considered a masterpiece of modern engineering when it was built in 1968.

       Yet in 826, with only pegs and wedges to keep his wooden structure upright, the master builder Kobodaishi had no hesitation in sending his majestic Toji pagoda soaring fifty-five metres into the sky — nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later. Clearly, Japanese carpenters of the day knew a few tricks about allowing a building to sway and settle itself rather than fight nature’s forces. But what sort of tricks?

       The multi-storey pagoda came to Japan from China in the sixth century. As in China, they were first introduced with Buddhism and were attached to important temples. The Chinese built their pagodas in brick or stone, with inner staircases, and used them in later centuries mainly as watchtowers. When the pagoda reached Japan, however, its architecture was freely adapted to local conditions — they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed with because the Japanese pagoda did not have any practical use but became more of an art object. Because of the typhoons that batter Japan in the summer, Japanese builders learned to extend the eaves of buildings further beyond the walls. This prevents rainwater gushing down the walls. Pagodas in China and Korea have nothing like the overhang that is found on pagodas in Japan.

       The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building’s overall width. For the same reason, the builders of Japanese pagodas seem to have further increased their weight by choosing to cover these extended eaves not with the porcelain tiles of many Chinese pagodas but with much heavier earthenware tiles.

       But this does not totally explain the great resilience of Japanese pagodas. Is the answer that, like a tall pine tree, the Japanese pagoda — with its massive trunk-like central pillar known as shinbashira — simply flexes and sways during a typhoon or earthquake? For centuries, many thought so. But the answer is not so simple because the startling thing is that the shinbashira actually carries no load at all. In fact, in some pagoda designs, it does not even rest on the ground, but is suspended from the top of the pagoda — hanging loosely down through the middle of the building. The weight of the building is supported entirely by twelve outer and four inner columns.

       And what is the role of the shinbashira, the central pillar? The best way to understand the shinbashira’s role is to watch a video made by Shuzo Ishida, a structural engineer at Kyoto Institute of Technology. Mr Ishida, known to his students as ‘Professor Pagoda’ because of his passion to understand the pagoda, has built a series of models and tested them on a ‘shake-table’ in his laboratory. In short, the shinbashira was acting like an enormous stationary pendulum. The ancient craftsmen, apparently without the assistance of very advanced mathematics, seemed to grasp the principles that were, more than a thousand years later, applied in the construction of Japan’s first skyscraper. What those early craftsmen had found by trial and error was that under pressure a pagoda’s loose stack of floors could be made to slither to and fro independent of one another. Viewed from the side, the pagoda seemed to be doing a snake dance — with each consecutive floor moving in the opposite direction to its neighbours above and below. The shinbashira, running up through a hole in the centre of the building, constrained individual stories from moving too far because, after moving a certain distance, they banged into it, transmitting energy away along the column.

       Another strange feature of the Japanese pagoda is that, because the building tapers, with each successive floor plan being smaller than the one below, none of the vertical pillars that carry the weight of the building is connected to its corresponding pillar above. In other words, a five-storey pagoda contains not even one pillar that travels right up through the building to carry the structural loads from the top to the bottom. More surprising is the fact that the individual stories of a Japanese pagoda, unlike their counterparts elsewhere, are not actually connected to each other. They are simply stacked one on top of another like a pile of hats. Interestingly, such a design would not be permitted under current Japanese building regulations.

       And the extra-wide eaves? Think of them as a tightrope walker’s balancing pole. The bigger the mass at each end of the pole, the easier it is for the tightrope walker to maintain his or her balance. The same holds true for a pagoda. ‘With the eaves extending out on all sides like balancing poles,’ says Mr Ishida, ‘the building responds to even the most powerful jolt of an earthquake with a graceful swaying, never an abrupt shaking.’ Here again, Japanese master builders of a thousand years ago anticipated concepts of modern structural engineering.

       Questions 1-4

       Do the following statements agree with the claims of the writer in Reading Passage 1?

       In boxes 1-4 on your answer sheet, write

       YES if the statement agrees with the claims of the writer

       NO if the statement contradicts the claims of the writer

       NOT GIVEN if it is impossible to say what the writer thinks about this

       1 Only two Japanese pagodas have collapsed in 1400 years.

       2 The Hanshin earthquake of 1995 destroyed the pagoda at the Toji temple.

       3 The other buildings near the Toji pagoda had been built in the last 30 years.

       4 The builders of pagodas knew how to absorb some of the power produced by severe weather conditions.

       Questions 5-10

       Classify the following as typical of

       A both Chinese and Japanese pagodas

       B only Chinese pagodas

       C only Japanese pagodas

       Write the correct letter. A, B or C, in boxes 5-10 on your answer sheet.

       5 easy interior access to top

       6 tiles on eaves

       7 use as observation post

       8 size of eaves up to half the width of the building

       9 original religious purpose

       10 floors fitting loosely over each other

       Questions 11-13

       Choose the correct letter, A, B, C or D.

       Write the correct letter in boxes 11-13 on your answer sheet.

       11 In a Japanese pagoda, the shinbashira

       A bears the full weight of the building.

       B bends under pressure like a tree.

       C connects the floors with the foundations.

       D stops the floors moving too far.

       12 Shuzo Ishida performs experiments in order to

       A improve skyscraper design.

       B be able to build new pagodas.

       C learn about the dynamics of pagodas.

       D understand ancient mathematics.

       13 The storeys of a Japanese pagoda are

       A linked only by wood.

       B fastened only to the central pillar.

       C fitted loosely on top of each other.

       D joined by special weights.

       READING PASSAGE 2

       You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

       The True Cost of Food

       A For more than forty years the cost of food has been rising. It has now reached a point where a growing number of people believe that it is far too high, and that bringing it down will be one of the great challenges of the twenty first century. That cost, however, is not in immediate cash. In the West at least, most food is now far cheaper to buy in relative terms than it was in 1960. The cost is in the collateral damage of the very methods of food production that have made the food cheaper: in the pollution of water, the enervation of soil, the destruction of wildlife, the harm to animal welfare and the threat to human health caused by modern industrial agriculture.

       B First mechanisation, then mass use of chemical fertilisers and pesticides, then monocultures, then battery rearing of livestock, and now genetic engineering — the onward march of intensive farming has seemed unstoppable in the last half-century, as the yields of produce have soared. But the damage it has caused has been colossal. In Britain, for example, many of our best-loved farmland birds, such as the skylark, the grey partridge, the lapwing and the corn bunting, have vanished from huge stretches of countryside, as have even more wild flowers and insects. This is a direct result of the way we have produced our food in the last four decades. Thousands of miles of hedgerows, thousands of ponds, have disappeared from the landscape. The faecal filth of salmon farming has driven wild salmon from many of the sea Iochs and rivers of Scotland. Natural soil fertility is dropping in many areas because of continuous industrial fertiliser and pesticide use, while the growth of algae is increasing in lakes because of the fertiliser run-off.

       C Put it all together and it looks like a battlefield, but consumers rarely make the connection at the dinner table. That is mainly because the costs of all this damage are what economists refer to as externalities: they are outside the main transaction, which is for example producing and selling a field of wheat, and are borne directly by neither producers nor consumers. To many, the costs may not even appear to be financial at all, but merely aesthetic — a terrible shame, but nothing to do with money. And anyway they, as consumers of food, certainly aren’t paying for it, are they?

       D But the costs to society can actually be quantified and, when added up, can amount to staggering sums. A remarkable exercise in doing this has been carried out by one of the world’s leading thinkers on the future of agriculture, Professor Jules Pretty, Director of the Centre for Environment and Society at the University of Essex. Professor Pretty and his colleagues calculated the externalities of British agriculture for one particular year. They added up the costs of repairing the damage it caused, and came up with a total figure of ￡2,343m. This is equivalent to ￡208 for every hectare of arable land and permanent pasture, almost as much again as the total government and EU spend on British farming in that year. And according to Professor Pretty, it was a conservative estimate.

       E The costs included: ￡120m for removal of pesticides; ￡16m for removal of nitrates; ￡55m for removal of phosphates and soil; ￡23m for the removal of the bug cryptosporidium from drinking water by water companies; ￡125m for damage to wildlife habitats, hedgerows and dry stone walls; ￡1,113m from emissions of gases likely to contribute to climate change; ￡106m from soil erosion and organic carbon losses; ￡169m from food poisoning; and ￡607m from cattle disease. Professor Pretty draws a simple but memorable conclusion from all this: our food bills are actually threefold. We are paying for our supposedly cheaper food in three separate ways: once over the counter, secondly through our taxes, which provide the enormous subsidies propping up modern intensive farming, and thirdly to clean up the mess that modern farming leaves behind.

       F So can the true cost of food be brought down? Breaking away from industrial agriculture as the solution to hunger may be very hard for some countries, but in Britain, where the immediate need to supply food is less urgent, and the costs and the damage of intensive farming have been clearly seen, it may be more feasible. The government needs to create sustainable, competitive and diverse farming and food sectors, which will contribute to a thriving and sustainable rural economy, and advance environmental, economic, health, and animal welfare goals.

       G But if industrial agriculture is to be replaced, what is a viable alternative? Professor Pretty feels that organic farming would be too big a jump in thinking and in practices for many farmers. Furthermore, the price premium would put the produce out of reach of many poorer consumers. He is recommending the immediate introduction of a ‘Greener Food Standard’, which would push the market towards more sustainable environmental practices than the current norm, while not requiring the full commitment to organic production. Such a standard would comprise agreed practices for different kinds of farming, covering agrochemical use, soil health, land management, water and energy use, food safety and animal health. It could go a long way, he says, to shifting consumers as well as farmers towards a more sustainable system of agriculture.

       Questions 14-17

       Reading Passage 2 has seven paragraphs, A-G.

       Which paragraph contains the following information?

       Write the correct letter, A-G, in boxes 14-17 on your answer sheet.

       NB You may use any letter more than once.

       14 a cost involved in purifying domestic water

       15 the stages in the development of the farming industry

       16 the term used to describe hidden costs

       17 one effect of chemicals on water sources

       Questions 18-2

       Do the following statements agree with the claims of the writer in Reading Passage 2?

       In boxes 18-21 on your answer sheet, write

       YES if the statement agrees with the claims of the writer

       NO if the statement contradicts the claims of the writer

       NOT GIVEN if it is impossible to say what the writer thinks about this

       18 Several species of wildlife in the British countryside are declining.

       19 The taste of food has deteriorated in recent years.

       20 The financial costs of environmental damage are widely recognized.

       21 One of the costs calculated by Professor Pretty was illness caused by food.

       Questions 22-26

       Complete the summary below.

       Choose NO MORE THAN THREE WORDS from the passage for each answer.

       Write your answers in boxes 22-26 on your answer sheet.

       Professor Pretty concludes that our 22………are higher than most people realise, because we make three different types of payment. He feels it is realistic to suggest that Britain should reduce its reliance on 23………… .

       Although most farmers would be unable to adapt to 24…………, Professor Pretty wants the government to initiate change by establishing what he refers to as a 25…………… . He feels this would help to change the attitudes of both 26…………and………. .

       READING PASSAGE 3

       You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.

       Questions 27-30

       Reading Passage 3 has six sections, A-F.

       Choose the correct heading for sections B, C, E and F from the list of headings below.

       Write the correct number, i-xi, in boxes 27-30 on your answer sheet.

       List of Headings

       i MIRTP as a future model

       ii Identifying the main transport problems

       iii Preference for motorised vehicles

       iv Government authorities’ instructions

       v Initial improvements in mobility and transport modes

       vi Request for improved transport in Makete

       vii Transport improvements in the northern part of the district

       viii Improvements in the rail network

       ix Effects of initial MIRTP measures

       x Co-operation of district officials

       xi Role of wheelbarrows and donkeys

       Example Answer

       Section A vi

       27 Section B

       28 Section C

       Example Answer

       Section D ix

       29 Section E

       30 Section F

       Makete Integrated Rural Transport Project

       Section A

       The disappointing results of many conventional road transport projects in Africa led some experts to rethink the strategy by which rural transport problems were to be tackled at the beginning of the 1980s. A request for help in improving the availability of transport within the remote Makete District of south-western Tanzania presented the opportunity to try a new approach.

       The concept of ‘integrated rural transport’ was adopted in the task of examining the transport needs of the rural households in the district. The objective was to reduce the time and effort needed to obtain access to essential goods and services through an improved rural transport system. The underlying assumption was that the time saved would be used instead for activities that would improve the social and economic development of the communities. The Makete Integrated Rural Transport Project (MIRTP) started in 1985 with financial support from the Swiss Development Corporation and was co-ordinated with the help of theTanzanian government.

       Section B

       When the project began, Makete District was virtually totally isolated during the rainy season. The regional road was in such bad shape that access to the main towns was impossible for about three months of the year. Road traffic was extremely rare within the district, and alternative means of transport were restricted to donkeys in the north of the district. People relied primarily on the paths, which were slippery and dangerous during the rains.

       Before solutions could be proposed, the problems had to be understood. Little was known about the transport demands of the rural households, so Phase I, between December 1985 and December 1987, focused on research. The socio-economic survey of more than 400 households in the district indicated that a household in Makete spent, on average, seven hours a day on transporting themselves and their goods, a figure which seemed extreme but which has also been obtained in surveys in other rural areas in Africa. Interesting facts regarding transport were found: 95% was on foot; 80% was within the locality; and 70% was related to the collection of water and firewood and travelling to grinding mills.

       Section C

       Having determined the main transport needs, possible solutions were identified which might reduce the time and burden. During Phase II, from January to February 1991, a number of approaches were implemented in an effort to improve mobility and access to transport.

       An improvement of the road network was considered necessary to ensure the import and export of goods to the district. These improvements were carried out using methods that were heavily dependent on labour. In addition to the improvement of roads, these methods provided training in the operation of a mechanical workshop and bus and truck services. However, the difference from the conventional approach was that this time consideration was given to local transport needs outside the road network.

       Most goods were transported along the paths that provide short-cuts up and down the hillsides, but the paths were a real safety risk and made the journey on foot even more arduous. It made sense to improve the paths by building steps, handrails and footbridges.

       It was uncommon to find means of transport that were more efficient than walking but less technologically advanced than motor vehicles. The use of bicycles was constrained by their high cost and the lack of available spare parts. Oxen were not used at all but donkeys were used by a few households in the northern part of the district. MIRTP focused on what would be most appropriate for the inhabitants of Makete in terms of what was available, how much they could afford and what they were willing to accept. After careful consideration, the project chose the promotion of donkeys — a donkey costs less than a bicycle — and the introduction of a locally manufacturable wheelbarrow.

       Section D

       At the end of Phase II, it was clear that the selected approaches to Makete’s transport problems had had different degrees of success. Phase III, from March 1991 to March 1993, focused on the refinement and institutionalisation of these activities.

       The road improvements and accompanying maintenance system had helped make the district centre accessible throughout the year. Essential goods from outside the district had become more readily available at the market, and prices did not fluctuate as much as they had done before.

       Paths and secondary roads were improved only at the request of communities who were willing to participate in construction and maintenance. However, the improved paths impressed the inhabitants, and requests for assistance greatly increased soon after only a few improvements had been completed.

       The efforts to improve the efficiency of the existing transport services were not very successful because most of the motorised vehicles in the district broke down and there were no resources to repair them. Even the introduction of low-cost means of transport was difficult because of the general poverty of the district. The locally manufactured wheelbarrows were still too expensive for all but a few of the households. Modifications to the original design by local carpenters cut production time and costs. Other local carpenters have been trained in the new design so that they can respond to requests. Nevertheless, a locally produced wooden wheelbarrow which costs around 5000 Tanzanian shillings (less than US$20) in Makete, and is about one quarter the cost of a metal wheelbarrow, is still too expensive for most people.

       Donkeys, which were imported to the district, have become more common and contribute, in particular, to the transportation of crops and goods to market. Those who have bought donkeys are mainly from richer households but, with an increased supply through local breeding, donkeys should become more affordable. Meanwhile, local initiatives are promoting the renting out of the existing donkeys.

       It should be noted, however, that a donkey, which at 20,000Tanzanian shillings costs less than a bicycle, is still an investment equal to an average household’s income over half a year. This clearly illustrates the need for supplementary measures if one wants to assist the rural poor.

       Section E

       It would have been easy to criticise the MIRTP for using in the early phases a ‘top-down’ approach, in which decisions were made by experts and officials before being handed down to communities, but it was necessary to start the process from the level of the governmental authorities of the district. It would have been difficult to respond to the requests of villagers and other rural inhabitants without the support and understanding of district authorities.

       Section F

       Today, nobody in the district argues about the importance of improved paths and inexpensive means of transport. But this is the result of dedicated work over a long period, particularly from the officers in charge of community development. They played an essential role in raising awareness and interest among the rural communities.

       The concept of integrated rural transport is now well established in Tanzania, where a major program of rural transport is just about to start. The experiences from Makete will help in this initiative, and Makete District will act as a reference for future work.

       Questions 31-35

       Do the following statements agree with the claims of the writer in Reading Passage 3?

       In boxes 31-35 on your answer sheet, write

       YES if the statement agrees with the claims of the writer

       NO if the statement contradicts the claims of the writer

       NOT GIVEN if it is impossible to say what the writer thinks about this

       31 MIRTP was divided into five phases.

       32 Prior to the start of MIRTP the Makete district was almost inaccessible during the rainy season.

       33 Phase I of MIRTP consisted of a survey of household expenditure on transport.

       34 The survey concluded that one-fifty or 20% of the household transport requirement as outside the local area.

       35 MIRTP hoped to improve the movement of goods from Makete district to the country’s capital.

       Questions 36-39

       Complete each sentence with the correct ending. A-J, below.

       Write the correct letter, A-J, in boxes 36-39 on your answer sheet.

       36 Construction of footbridges, steps and handrails

       37 Frequent breakdown of buses and trucks in Makete

       38 The improvement of secondary roads and paths

       39 The isolation of Makete for part of the year

       A provided the people of Makete with experience in running bus and truck services.

       B was especially successful in the northern part of the district.

       C differed from earlier phases in that the community became less actively involved.

       D improved paths used for transport up and down hillsides.

       E was no longer a problem once the roads had been improved.

       F cost less than locally made wheelbarrows.

       G was done only at the request of local people who were willing to lend a hand.

       H was at first considered by MIRTP to be affordable for the people of the district.

       I hindered attempts to make the existing transport services more efficient.

       J was thought to be the most important objective of Phase III.

       Question 40

       Choose the correct letter, A, B, C or D.

       Write the correct letter in box 40 on your answer sheet.

       Which of the following phrases best describes the main aim of Reading Passage 3?

       A to suggest that projects such as MIRTP are needed in other countries

       B to describe how MIRTP was implemented and how successful it was

       C to examine how MIRTP promoted the use of donkeys

       D to warn that projects such as MIRTP are likely to have serious problems

       剑桥雅思阅读7原文参考译文(test2)

       TEST 2 PASSAGE 2 参考译文：

       食品的真正代价

       A 40多年来食品价格一直呈上涨趋势。现在已经涨到了越来越多的人都认为太高的程度，很多人认为21 世纪面临的巨大挑战之一就是降低食品价格。然而，这代价不并非立即付现的。毕竟，相对于1960年而言，至少在西方国家，现在大多数食品按相对价值计算反而是便宜多了，这代价恰恰是使食品变便宜的生产方式本身所造成的间接伤害。这伤害包括现代工业化农业所造成的水资源污染，土壤贫瘠，野生动植物破坏，对动物权益的损害以及对人类健康的威胁。

       B现代农业的发展首先是机械化生产，接着就是化肥和杀虫剂的大量使用，然后是单一种植，再后来就是笼养家禽家畜，直到现在的基因工程，在过去的半个世纪里，随着产量的激增，密集型农业前进的步伐似乎已经锐不可当，但其也造成巨大的破坏。例如，在英国，许多深受人们喜爱的农田鸟类，比如云雀，灰山鹑、麦鸡和黍鹀，还有更多的野花和昆虫，都已经从乡村大片的土地上消失了。这就是过去40年里我们的农业生产方式所造成的直接后果。无数的灌木丛、大片的池塘已经从我们的土地上消失了。养殖大马哈鱼的排泄物将野生大马哈鱼逐出了苏格兰的海湾和河流。由于长期使用化肥和杀虫剂，很多地区的自然土壤肥力正在下降，而湖里的藻类却因为化肥废料而不断疯长。

       C上面所述种.种使我们的土地看上去就像满目疮痍的战场，但消费者在餐桌上的时候却很少联想到这些。这主要因为这些代价是经济学家们所说的“外部经济效应”，它们不在如生产或出售一块地里的小麦那样的主要交易过程之中，而且它们也不是由生产者和消费者直接来承担的。对很多人来说，这代价甚至根本不属于经济范畴，仅仅与审美相关，很遗憾和金钱没有任何关系。而且不管怎样，作为食品消费者，他们当然不必为这代价自掏腰包，不是吗?

       D但这代价对社会的影响却是可以量化的，累积能高到吓人的地步。一项引人注目的将代价量化的活动已经完成。埃塞克斯大学社会与环境研究中心的主任Jules Pretty教授负责了该活动，他是位关注农业未来的领军思想家。Pretty教授和他的同事计算了某一年中英国农业外部经济效应的价值。他们综合了修复损坏所需的费用，得出的总数造二十三亿四千三百万英镑，具体到每公顷耕地和永久性牧场则为二百零八英镑，几乎和当年英国政府及欧盟在英国农业上的投人相当，据Pretty教授说这还是保守估计。

       E这些费用包括：一亿两千万英镑用于消除杀虫剂;一千六百万英镑用于消除硝酸盐;五千五百万英镑用于消除土壤中的磷酸盐;两千三百万英镑用于自来水公司清除引用水中所含有的隐孢子虫病菌;一亿两千五百万英镑用来修复野生动物柄息地、灌木以及石墙所受到的损坏;十一亿一千三百万英镑用来治理可能会导致气候变化的尾气;一亿零六百万英镑用在治理土壤腐蚀和有机碳流失上;一亿六千九百万英镑用于食品中毒;六亿零七百万英镑用于治疗牲畜疾病。由此Pretty教授得出了一个简单但却惊人的结论：实际上我们的食品花销翻了三倍。我们正用三种不同的方式为认为便宜了的食物买单：一是在柜台付款，二通过纳税，税收提供了强大的经济支柱，三是收拾现代农业生产留下的烂摊子。

       F那么食品的真正花销能降下来吗?对于一些国家来说，通过摆脱工业化农业解决饥饿问题也许相当困难，但在英国，对粮食的需求相对缓和，并且大家都清楚看到了密集型农业所耗费的成本和带来的破坏为现代密集型企业，放弃现代化农业更为可行。政府有必要设立可持续性、有竞争力和多样化的农业及粮食生产部门，这一定会为农村经济的繁荣和可持续发展做出贡献，并加快实现环境、经济、健康以及动物福利方面的目标。

       G但如果工业化农业将被取代，可行的替代办法又是什么呢?Pretty教授感觉对于许多农民来说，有机农业在思想上和实践上都是一个很大的跨越。并且，有机产品的高价格使得许多比较贫困的消费者无力购买。他推荐尽快引入“绿色食品标准”，这会促使市场朝着比现行标准更环保的方向发展，而又不必全部投入有机农业生产。 “绿色食品标准”将涵盖不同农业经贸上的共认做法，包括农用化学品的使用、土壤质量、土地经营管理模式、水资源及能源利用、食品安全以及动物健康等。Pretty教授认为，这一标准将对消费者和农场主从传统的农业转向可持续发展农业大有裨益。

       TEST 2 PASSAGE 3 参考译文：

       马科特乡村一体化交通项目

       Section A

       八十年代初，非洲许多常规道路运输项目令人失望的结果使得一些专家开始重新思考解决乡村交通问题的策略，恰逢坦桑尼亚西南部偏远的马科特地区要求帮助改善当地的交通状况，为试验新策略提供了机会。

       在对当地农村家庭出行需求的调查中，一体化的农村交通运输理念被采纳了进来。这个理念的目标就是通过改善农村交通体系，使当地人能减少获取基本物资和服务所费的时间和精力。该理念的基本假设就是能把节省下来的时间用来开展能够促进当地社会和经济发展的活动。马科特乡村一体化交通项目开始于1985年，由瑞士开发公司出资资助，坦桑尼亚政府负责协调工作。

       Section B

       项目刚开始的时候，雨季的马科特几乎完全与世隔绝。当地路况十分糟糕，通往主要城镇的道路一年中有三个月的时间都是无法通行的，地区内道路交通少得出奇，北部地区可选择的交通工具只有驴。居民主要靠步行，一下雨这些小路就泥泞不堪，十分危险。

       在提出解决办法之前，先要了解问题所在。施工方对当地人的出行需求了解甚微，因此在工程的文章每个Section由多个段落组成，因此要读过每个小段才能最终确认整个Section的大意。Section B的第一小段基本就在描述马科特地区糟糕的交通状况，纯属描述，考生应该快速略过，直奔第二小段。这一小段首句就提到：Before solutions could be proposed, the problems had to be understood. 这里problems第一次原词重现，正好与选项ii中的problems对应。再稍微向下看看，就能找到项目的第一阶段主要集中于调研，并且做了一个涉及400 多家当地住户的调査，后面就是该调査得出的数据。综合这两小段，显然，本部分讲的就是确定该地区的问题，也就是选项ii。

       Question 28

       答案： v

       关键词：initial improvements

       定位原文: Section C 第1小段最后1句： “...a number of approaches were implemented in …”

       第2小段第1句：“An improvement of the road network...”

       第3小段最后1句：“It made sense to improve the paths by...”

       第4小段最后1句： “After careful consideration…”

       解题思路: 第一小段主要讲项目第二阶段的目标;第二小段提到改善路网，提供培训;第三小段提到给当地人常走的小路修台阶、扶手和人行桥;第四小段提到使用独轮车和驴这两种交通工具。总结四段内容，不难发现，后三小段是交通改善的具体体现，也就不难得出答案为选项v。有的考生可能会被viii或xi迷惑，但是与v相比，这两个选项都太具体了，只是其中的一个方面，不够全面。作为整个Section的大意，应该是高度概括全面的。

       Question 29

       答案：x

       关键词：district officials

       定位原文: Section E最后1句: “...without the support and understanding of…”

       解题思路: Section E本身只有两句话，而且都集中在政府的作用上。段末提出要是没有当地政府的支持和理解，就很难满足当地村民们的需求，充分肯定了当地官员的作用，而所有的headings中只有x项在讲述district officials(地区官员)，所以它就是正确答案。有的考生可能会被iv所迷惑，因为它谈到了政府官方的建议，貌似可以和E段的第一句相对应，虽然本段出现了 government authorities，但重点是解释为什么在项目初期采取了政府下令民间执行的方式，而并未涉及到政府官员的instructions(建议)，故排除。

       Question 30

       答案：i

       关键词： future model

       定位原文: Section F第2段最后1句：“...and Makete District will act as a …”

       解题思路: 对解题原则熟悉的考生，在符到选项i的future时，已经可以把它大胆地归给文章的最后一段了，因为带有future一词的选项的任务往往就是给文章收尾。但是如果考生觉得这样猜测风险太大，那么就可以通读到Section F的最后一句，找到future model的对应词reference，再在 reference后看到future work，也可以选出正确选项i。

       Question 3

       答案：NO

       关键词： five

       定位原文: 全文结构

       解题思路: 从Section E开始赞美当地官员、 Section F开始歌颂这个项目的重要性和对将来的影响，就应该能够推测出来整个项目只有三个阶段了。答案当然是NO。

       Question 32

       答案：YES

       关键词：prior to the start, rainy season

       定位原文: Section B第1小段第1句： “When the project began…”

       解题思路: 原句中的 began 对应题干中的 start, virtually totally isolated 对应 almost inaccessible。inaccessible指“无法达到的，不可进入的”，正好对应isolated(与世隔绝的)，此题基本做到了词语的一一对应。

       Question 33

       答案：NO

       关键词：Phase I

       定位原文: Section B的第2小段第3句: “The socio-economic survey…”

       解题思路: 从这句话可以看出，调查主要是关于当地家庭花在出行上的时间，并不是题目中所说的交通开销。有的考生会说，那文章中也没有明确说调查不是关于开销的呀。在雅思阅读文章中，每当提到事物的原因、做某事的目的、或者调查研究的目的时，一般这个原因和目的都是唯一的。也就是说，如果文中说这样做的目的是A，题中说这么做的目的是B， —般就选择NO。

       Question 34

       答案： YES

       关键词：one-fifth or 20%

       定位原文: 首先由题目中的one-fifth或者20%定位到Section B第二小段的80%

       “80% was within the locality”.

       解题思路: locality指“地区，区域”。该句说80%的家庭出行仅限于本地，推理一下，那么剩下的20%出行是在本地之外了。做一个简单的数学运算，就能得知答案为YES。

       Question 35

       答案：NOT GIVEN

       关键词：capital

       定位原文: 按顺序原则定位到 Section C

       解题思路: Section C 第1小段最后1句： “...a number of approaches were…” 在这句话中，并没有提到首都。向下寻找，直到Section C的最后，capital一词也没有出现，这时已经完全可以肯定，这是一道无中生有、完全没有提及型的NOT GIVEN。

       Question 36

       答案：D

       关键词：footbridges, steps, handrails

       定位原文: Section C 第3小段：“Most goods were transported… It made sense to…” 大多数物资是通过小路运输的，这些小路为上下山提供了捷径，但却需要冒着很大的生命危险，要是步行就更艰难了。所以，就有必要通过修建台阶、扶手和人行桥等来改善路况。

       解题思路: 找到这两句话之后，开始在选项栏中寻找对应句尾，特别要注意特殊词之间的联系，很快就能看到选项D: improved paths used for transport up and down hillsides. (改善用于上下山的小路)正好和文中原句对应。因此D就是正确答案

       Question 37

       答案：I

       关键词：breakdown, buses and trucks breakdown, buses and trucks

       定位原文: Section D第4小段第1句：“The efforts to improve…” 由于当地大多数机动车发生故障时没有条件修理，所以提升现有交通服务效率的努力并不是很成功。

       解题思路: 题目中的buses and trucks 对应文中的 motorised vehicles，breakdown很容易和动词词组broke down相对应。在这里再次进行了一次因果关系转变。I选项中的hinder(阻碍)一词是解题的关键，efficient对应文中的efficiency，该选项是原文前半句话的另一表达。答案是I。

       Question 38

       答案：G

       关键词：secondary roads and paths

       定位原文: Section D第3小段第1句: “Paths and secondary roads were …” 只有愿意参与道路建设与养护的社区提出要求时，施工方才会去帮助他们改善小路和二级公路。

       解题思路: 利用定位词：很快就能定位到Section D第3小段第1句，再利用at the request of和 willing定位到选项G: was done only at the request of local people who were willing to lend a hand, willing to lend a hand 等同于文中的 willing to participate in construction and maintenance，都指意在公路的建设和养护中出力。答案是G。

       Question 39

       答案：E

       关键词: isolation, part of the year

       定位原文: Section D的第2小段第1句：“The road improvements and…”

       解题思路: 理解这句话时，可以结合原文Section B一开始就提到的马科特地区在雨季就几乎与世隔绝这个事实来理解。那么该句可理解为以往到了雨季就几乎隔离的地区现在已经全年都可到达，言下之意隔离不再是个问题了，对应选项，只有E表达了这个意思。另外，原文这句话的意思并不能和题完全对应，所以，考生可以使用排除法，先去掉刚才三道题目已经选过的选项，然后把剩下的选项逐一对应到题干后面去，看看哪一句在语法和语义上都能够说得通。考生很快会发现，只有一个答案可选，那就是E选项。

       Question 40

       答案：B

       关键词：main aim

       定位原文: 全文结构

       解题思路: 首先剔除D：三个正面，一个负面，负面选项先出局，大体浏览一下文章也能看出文中并未涉及这个内容;C项过于具体，驴的使用只是计划的一部分，不够全面;然后在剩下的A、B中比较：A属于拔高型，文章只在最后提到马科特的成功可以作为以后的范例，并未直接说明其他国家需要，而且这也不是文章的主要内容;最终只有选项B概括了全文，答案为B。