剑桥雅思4test2reading2阅读全文解析

剑桥雅思4Test2passage2阅读答案解析－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－虽然剑桥雅思已经出到了剑11，但是剑桥雅思4还是很有参考价值，今天雅思给大家带来了：剑桥雅思4Test2passage2阅读答案解析。

相应的原文及翻译，请点击：剑桥雅思4Test2阅读passage2原文+译文：澳大利亚的另类疗法。

更多解析，请点击：剑桥雅思4解析。

剑4下载，请点击：passage1部分查看，请点击：剑桥雅思4Test2阅读passage1原文+译文：语言的消失剑桥雅思4Test2passage1阅读答案解析剑桥雅思4Test2passage2阅读答案解析Question 14答案：C关键词：Western定位原文：第1段第1句“Australia has been unusual in the Western world in having a very conservative attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the University of Sydney.”解题思路：A答案说澳大利亚医生与制药公司关系紧密，属于完全未提及型答案。

B答案认为澳大利亚医生总是和其他医师一同工作，与文中所说的事实恰好相反。

D答案说澳大利亚医生会开出另类处方，这也是不正确的。

只有C答案与文章叙述相符。

Question 15答案：B关键词：Americans定位原文：第1段倒数第1句“Americans made more visits to alternative therapists than to orthodox doctors in 1990, and each year they spend about $US 12 billion on therapies that have not been scientifically tested.”解题思路：文中这句话说1990年美国人去看另类疗法医师的次数比去看传统医生的次数还多。

剑桥雅思阅读4原文翻译及答案解析(test3)为了帮助大家更好地备考雅思阅读，下面小编给大家分享剑桥雅思阅读4原文翻译及答案解析(test3)，希望对你们有用。

剑桥雅思阅读4原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Micro-Enterprise Credit for Street Youth‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko‘We’ve had business experience. Now I’m confident to expand what we’ve been doing. I’ve learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn’t know each other before —now we’ve made new friends.’Fan KaomaParticipants in the Youth Skills Enterprise Initiative Program, ZambiaIntroductionAlthough small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.Over the past nine years, Street Kids International (S.K.I.) hasbeen working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.BackgroundTypically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.Street Business PartnershipsS.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, whichthey used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.Lessons learnedThe following lessons have emerged from the programs that S.K.I. and partner organisations have created.Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation’s programs for at least six months, and trust and relationship-building will have already been established.The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.It is critical for all loans to be linked to training programs that include the development of basic business and life skills.There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual’s situation.Small loans are provided initially for purchasing fixed assetssuch as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).ConclusionThere is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.Questions 1-4Choose the correct letter, A, B, C or D.Write your answers in boxes 1-4 on your answer sheet.1 The quotations in the box at the beginning of the articleA exemplify the effects of S.K.I.B explain why S.K.I. was set up.C outline the problems of street children.D highlight the benefits to society of S.K.I.2 The main purpose of S.K.I. is toA draw the attention of governments to the problem of street children.B provide school and social support for street children.C encourage the public to give money to street children.D give business training and loans to street children.3 Which of the following is mentioned by the writer as a reason why children end up living on the streets?A unemploymentB warC povertyD crime4 In order to become more independent, street children mayA reject paid employment.B leave their families.C set up their own businesses.D employ other children.Questions 5-8Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.Write your answers in boxes 5-8 on your answer sheet.Country Organisations Involved Type of Project Support Provided5………………and………………S.K.I courier service ? provision of 6………………………Dominican Republic ? S.K.IY.W.C.A 7………………… ? loansstorage facilitiessavings plansZambia ? S.K.I.The Red CrossY.W.C.A. setting up small businesses ? business training8…………trainingaccess to creditQuestions 9-12Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 9-12 on your answer sheet writeYES if the statement agrees with the claims of the wirterNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this9 Any street child can set up their own small business if given enough support.10 In some cases, the families of street children may need financial support from S.K.I.11 Only one fixed loan should be given to each child.12 The children have to pay back slightly more money than they borrowed.Question 13Choose the correct letter, A, B, C or D.Write your answer in box 13 on your answer sheet.The writers conclude that money should only be lent to street childrenA as part of a wider program of aid.B for programs that are not too ambitious.C when programs are supported by local businesses.D if the projects planned are realistic and useful.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 on the following pages.Questions 14-27Reading Passage 2 has four sections A-D.Choose the correct heading for each section from the list of headings below.Write the correct number i-vi in boxes 14-17 on your answer sheet.List of HeadingsI Causes of volcanic eruptionIi Efforts to predict volcanic eruptionIii Volcanoes and the features of our planetIv Different types of volcanic eruptionV International relief effortsVi The unpredictability of volcanic eruptions14 Section A15 Section B16 Section C17 Section DVolcanoes-earth-shattering newsWhen Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlinesA Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.But the classic eruption — cone-shaped mountain, big bang, mushroom cloud and surges of molten lava — is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has abasement of volcanic basalt.Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. Thesefracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.Sometimes it is slow: vast bubbles of magma — molten rock from the mantle — inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in no rthern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa —the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like t he Giant’s Causeway in Northern Ireland? It was a slow, gentle eruption.The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates —the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ wh ere there have been the most violent explosions —Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mon t Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. Volcanoes are potentially world news, especially the quiet ones.Questions 18-21Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-21 on your answer sheet.18 What are the sections of the earth’s crust, often associated with volcanic activity, called?19 What is the name given to molten rock from the mantle?20 What is the earthquake zone on the Pacific Ocean called?21 For how many years did Mount Pinatubo remain inactive?Questions 22-26Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.Volcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23……. moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowObtaining Linguistic DataA Many procedures are available for obtaining data about alanguage. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.B In all cases, someone has to act as a source of language data — an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a lin guist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.C Many factors must be considered when selecting informants —whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about thebest investigative techniques to use.D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be li stened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general.A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.F Linguists also make great use of structured sessions, inwhich they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language?’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see?’).G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency of usage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplementedby data derived from the intuitions of native speakers of the language, through either introspection or experimentation.Questions 27-31Reading Passage 3 has seven paragraphs labeled A-G.Which paragraph contains the following information?Write the correct letter A-G in boxes 27-31 on your answer sheet.NB You may use any letter more than once.27 the effect of recording on the way people talk28 the importance of taking notes on body language29 the fact that language is influenced by social situation30 how informants can be helped to be less self-conscious31 various methods that can be used to generate specific dataQuestions 32-36Complete the table below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 32-36 on your answer sheet.METHODS OF OBTAINING LINGUISTIC DATA ADVANTAGES DISADVANTAGES32……as informant convenient method of enquiry not objective enoughNon-linguist as informant necessary with 33…… and child speech the number of factors to be consideredRecording an informant allows linguists’ claims to be checked 34……of soundVideoing an informant allows speakers’ 35…… to be observed 36……might mi ss certain thingsQuestions 37-40Complete the summary of paragraph G below.Choose NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 37-40 on your answer sheet.A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.剑桥雅思阅读4原文参考译文(test3)Passage1参考译文Micro-Enterprise Credit for Street Youth流浪儿童的小型企业贷款‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’Doreen Soko“我来自一个贫困的大家庭。

剑4T1P1Tropical RainforestsAdults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests - what and where they are, why they are important, what endangers them - independent of any formal tuition. It is also possible that some of these ideas will be mistaken.Many studies have shown that children harbour misconceptions about ‘pure' curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous，more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term "rainforest". Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries：Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded chat rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised die idea of rainforest as animal habitats.Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ viewsabout the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified chat it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as "we are". About 18% of the pupils referred specifically to logging activity.One misconception, expressed by some 10% of the pupils, was chat acid rain is responsible for rainforest destruction；A similar proportion said chat pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced. The misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rain forests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。

剑桥雅思真题1下载TEST2阅读(Passage2)下面为大家汇总了剑桥雅思真题1下载TEST2阅读中Passage2部分的详细内容，还附有剑桥雅思真题1TEST2 Passage2的相关原文，供同学们进行下载练习。

点击下载剑桥雅思真题下载1TEST2以下是剑桥雅思真题1下载TEST2阅读部分Passage2，由于试题中图比较多，所以以图片形式为大家展示，具体如下：READING PASSAGE 2You should spend about 20 minutes on Questions 13-27 which are based on Reading Passage 2 below.Questions 13-19The flow chart below outlines the movements of the migratory beekeeper as described in Reading Passage 2Complete the flow chart Choose your answers from the box at the bottom of the page and write your answers in boxes 13 19 on your answer sheet.Questions 20-23Label the diagram below Choose ONE OR TWO WORDS from the Reading Passage for each answer Write your answers in boxes 20-23 on your answer sheet.Questions 24-27Do the following statements agree with the information given in Reading Passage 2? In boxes 24-27 write.YES if the statement agrees with the information givenNO if the statement contradicts the information givenNOT GIVEN if there is no information about this24 The Egyptians keep bees on the banks of the Nile.25 First attempts at migratory beekeeping in America were unsuccessful.26 Bees keep honey for themselves in the bottom of the hive.27 The honey is spun to make it liquid.。

Theories of Accident Causation in the Workplace工伤事故因果关系论A Herbert Heinrich, a pioneer in workplace safety philosophy, originally suggested that workplace accidents followed a sequence of five contributing causes, and he used the image of a set of dominos to illustrate the cause and effect chain reaction that was central to his theory. Heinrich maintained that eliminating one contributing cause, like taking away one domino from the row, would prevent the chain from collapsing.赫伯特.海因里希是工业安全学的先驱。

他率先认为工伤事故是紧随五大原因序链之后发生的，并通过一组骨牌模型阐释了这种因果连锁反应。

该反应是他理论的核心。

海因里希表示，剔除其中任何一个因素，比如说从排列中抽掉一张骨牌，都能防止整个骨牌列倒塌。

B His original theory was published in 1931 and has since been updated and modified. In the original theory, which was later extended, the end result, or final domino in the series, was injury or damage. He stated that the immediate cause of this was an accident in the workplace. As would be expected from the 1930s worldview, Heinrich was inclined to place the blame for accidents fairly and squarely on the shoulders of the workers. A workplace accident, in his theory, was immediately attributable to unsafe acts. Although he did acknowledge that these unsafe acts might take place in a hazardous situation, he stated that these situations were generally created by, and the responsibility of, the workers. He labelled this factor as 'fault of person'. Heinrich suggested that 'fault of person' had its roots in the workers' ancestry, or genetic factors, combined with the social environment they lived or worked in.他最初的理论于1931年出版，之后不断得以补充和修改。

剑桥雅思Test阅读Passage真题解析－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－剑桥雅思7T e s t4阅读P a s s a g e1真题解析剑桥雅思7，第四套试题，阅读部分Passage 1，阅读真题原文部分：READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1below.Pulling stings to build pyramidsNo one knows exactly how the pyramids were built. Marcus Chown reckons the answer could be hanging in the air.The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been involved. While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy object. Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. Coming from Iran, I have a keen interest in Middle Eastern science, he says. He too was puzzled by the picture that had sparked Clemmonss interest. The object in the sky apparently had wings far too short and wide for a bird. The possibility certainly existed that it was a kite, he says. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tu nnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column. Even a modest force, if sustained over a long time, would do. The key was to use a pulley system that would magnify the applied force. So they rigged up a tent-shaped scaffold directly above the tip of the horizontal column, with pulleys suspended from the scaffolds apex. The idea was that as one end of the column rose, the base would roll across the ground on a trolley. Earlier this year, the team put Clemmonss unlikely theory to the test, using a 40-square-metre rectangular nylon sail. The kite lifted the column clean off the ground. We were absolutely stunned, Gharib says. The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. There was a huge initial force- five times larger than the steady state force, Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. Whether they actually did is another matter, Gharib says. There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method, Gharib says.Indeed, the experiments have left many specialists unconvinced. The evidence forkite-lifting is non-existent, says Willeke Wendrich, an associate professor of Egyptology at the University of California, Los Angeles.Others feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment cant reach. His idea is to build the arches horizontally, then lift them into place using kites. Weve given him some design hints, says Gharib. Were just waiting for him to report back. So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21 st century AD.Questions 1-7Do the following statements agree with the information given in Reading Passage 1?In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 It is generally believed that large numbers of people were needed to build the pyramids.2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.3 Gharib had previously done experiments on bird flight.4 Gharib and Graff tested their theory before applying it.5 The success of the actual experiment was due to the high speed of the wind.6 They found that, as the kite flew higher, the wind force got stronger.7 The team decided that it was possible to use kites to raise very heavy stones. Questions 8-13Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answerWrite your answers in boxes 8-13 on your answer sheet.Additional evidence for theory of kite-liftingThe Egyptians had 8 ………… which could lift large pieces of 9 ………… , and they knew how to use the energy of the wind from their skill as 10 ………… . The discovery on one pyramid of an object which resembled a 11 ………… suggests they may have experimented with 12 ………… . In addition, over two thousand years ago kites were used in China as weapons, as well as for sending 13 ………… .READING PASSAGE 1篇章结构体裁说明文主题线牵金字塔结构引言：引出Marcus Chown的新观点。

剑桥雅思4test2reading3阅读全⽂解析-智课教育出国考试智课⽹雅思备考资料剑桥雅思4test2reading3阅读全⽂解析-智课教育出国考试本⽂⼩编为⼤家带来的是剑桥雅思4test2reading3阅读全⽂解析，希望⼤家能够关注，这⾥对⽂章疑难词⾼频词、长难句、以及⽂章结构都进⾏了详细的分析，是⾮常值得⼤家参考的雅思阅读素材，下⾯是详细内容，⼀起来看看吧！⾸先，我们⼀起来认识⼀下本⽂的⼀些⽣词和⾼频词，这⾥有⽐较详细的词汇注解，⼤家在做题的时候可以参考⼀下。

1. engrossed in埋头于，热衷于2.make-believe(假扮者，伪装，假扮)3. ceasing(停⽌，中断)4.Carefree⽆忧⽆虑的5. Exuberant繁茂的，⽣机勃勃的6.Juvenile青少年的7.playful开玩笑的，幽默的 8.Cavorting欢跃 9.Hiccups打嗝10.indulge沉溺，满⾜，使沉迷…… 11.get in shape 保持体形12.socialise参加社交活动 13.respiratory呼吸的14.endurance持久的，忍耐⼒ 15.optimum最适宜的，最佳效果16.the suckling stage 哺乳期 17.maneuver军事演习18.inspection视察，检查 19.interpretation翻译，解释20.simplistic过分简单 21.predatory掠夺的，掠夺成性的；捕⾷的22.prowess英勇，勇猛 23.stimuli刺激，刺激物24.kaleidoscope万花筒25.reciprocity相互作⽤，相互性 26.bout发作，来回了解了这些词汇相信⼤家理解起⽂章来会⽐较顺⼿。

⽽⼩编觉得长难句的分析也是不得不提的。

下⾯⼩编为⼤家带来了4个相对⽐较有难度的句⼦进⾏分析，⼀起来看看吧：2.长难句分析1. Playful young animals use around two or three per cent of their energy cavorting and in children that figure can be closer to fifteen percent.难句类型：简单句+定语从句(that从句修饰 children)难句翻译：顽⽪的⼩动物们玩耍需要花费百分之⼆三左右的精⼒，⽽对于孩⼦们⽽⾔，这个数字能够接近50%。

TEST 2PASSAGE 3Q 27 – 32题型：Matching这种寻找哪一段包含所提供信息的题目，基本需要通篇阅读，每读一段，大致概括大意，然后逐个看选项，看有没有符合的。

27.出题点：By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.直译：玩游戏可能会让一般并无交流的脑部区域进行联系，并通过这一途径提高创造力。

解析：题干说玩游戏所造成的大脑间不同一般的交流是有利的，与H段中这一句话表达的意思一致，因此是H。

28.出题点：If you plot the amount of time a juvenile devotes to play each day over the course of its development, you discover a pattern typically associated with a ‘sensitive period’—a brief development window during which the brain can actually be modified in ways that are not possible earlier or later in life.直译：如果你将一只幼兽在成长过程中每天用于玩的时间都划分出来，你就会发现这个图大多与敏感期有关，敏感期是一个之前和之后都不可能再有的短暂的发育期，在这期间里大脑可以被修改。

解析：题干中recording how much time young animals spend playing记录幼兽用于玩游戏的时间。

这与F段中的这句话是一个意思。

并且在这句话之后，F段还进行了解释，解释记录这些时间背后隐藏的信息，即insights，所洞悉到的信息。

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What's so funny?John McCrone reviews recent research on humourYou should spend about 20 minutes on Questions 14-27, which are based on Reading Passage 21.The joke comes over the headphones: 'Which side of a dog has the most hair? The left ‘No, not funny. Try again’. Which side of a dog has the most hair? The outside.' Hah! The punchline is silly yet fitting, tempting a smile, even a laugh. Laughter has always struck people as deeply mysterious, perhaps pointless. The writer Arthur Koestler dubbed it the luxury reflex: 'unique in that it serves no apparent biological purpose'.2.Theories about humour have an ancient pedigree. Plato expressed the idea that humour is simply a delighted feeling of superiority over others. Kant and Freud felt that joke-telling relies on building up a psychic tension which is safely punctured by the ludicrousness of the punchline. But most modern humour theorists have settled on some version of Aristotle's belief that jokes are based on a reaction to or resolution of incongruity, when the punchline is either nonsense or, though appearing silly, has a clever second meaning.3.Graeme Ritchie, a computational linguist in Edinburgh, studies the linguistic structure of jokes in order to understand not only humour but language understanding and reasoning in machines. He says that while there is no single format for jokes, many revolve around a sudden and surprising conceptual shift. A comedian will present a situation followed by an unexpected interpretation that is also apt.4.So even if a punchline sounds silly, the listener can see there is a clever semantic fit and that sudden mental 'Aha!' is the buzz that makes us laugh. Viewed from this angle, humour is just a form of creative insight, a sudden leap to a new perspective.5.However, there is another type of laughter, the laughter of social appeasement and it is important to understand this too. Play is a crucial part of development in most young mammals. Rats produce ultrasonic squeaks to prevent their scuffles turning nasty. Chimpanzees have a 'play-face' - a gaping expression accompanied by a panting 'ah, ah' noise. Inhumans, these signals have mutated into smiles and laughs. Researchers believe social situations, rather than cognitive events such as jokes, trigger these instinctual markers of play or appeasement. People laugh on fairground rides or when tickled to flag a play situation, whether they feel amused or not.6.Both social and cognitive types of laughter tap into the same expressive machinery in our brains, the emotion and motor circuits that produce smiles and excited vocalizations. However, if cognitive laughter is the product of more general thought processes, it should result from more expansive brain activity.7.Psychologist Vinod Goel investigated humour using the new technique of 'single event' functional magnetic resonance imaging (fMRI). An MR! scanner uses magnetic fields and radio waves to track the changes in oxygenated blood that accompany mental activity. Until recently, MRI scanners needed several minutes of activity and so could not be used to track rapid thought processes such as comprehending a joke. New developments now allow half-second'snapshots' of all sorts of reasoning and problem-solving activities.8.Although Goel felt being inside a brain scanner was hardly the ideal place for appreciating a joke, he found evidence that understanding a joke involves a widespread mental shift. His scans showed that at the beginning of a joke the listener's prefrontal cortex lit up, particularly the right prefrontal believed to be critical for problem solving. But there was also activity in the temporal lobes at the side of the head (consistent with attempts to rouse stored knowledge) and in many other brain areas. Then when the punchline arrived, a new area sprang to life - the orbital prefrontal cortex. This patch of brain tucked behind the orbits of the eyes is associated with evaluating information.9.Making a rapid emotional assessment of the events of the moment is an extremely demanding job for the brain, animal or human. Energy and arousal levels may need to be retuned in the blink of an eye. These abrupt changes will produce either positive or negative feelings. The orbital cortex, the region that becomes active in Goel's experiment, seems the best candidate for the site that feeds such feelings into higher-level thought processes, with its close connections to the brain's sub-cortical arousal apparatus and centres of metabolic control.10.All warm-blooded animals make constant tiny adjustments in arousal in response to external events, but humans, who have developed a much more complicated internal life as a result of language, respond emotionally not only to their surroundings, but to their own thoughts. Whenever a sought-for answer snaps into place, there is a shudder of pleased recognition. Creative discovery being pleasurable, humans have learned to find ways of milking this natural response. The fact that jokes tap into our general evaluative machinery explains why the line between funny and disgusting, or funny and frightening, can be so fine. Whether a joke gives pleasure or pain depends on a person's outlook.11.Humour may be a luxury, but the mechanism behind it is no evolutionary accident. As Peter Derks, a psychologist at William and Mary College in Virginia, says: 'I like to think of humour as the distorted mirror of the mind. It's creative, perceptual, analytical and lingual. If we can figure out how the mind processes humour, then we'll have a pretty good handle on how it works in general.'Questions 14-20Do the following statements agree with the information given in Reading Passage 2?In boxes 14-20 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this14 Arthur Koestler considered laughter biologically important in several ways. F15 Plato believed humour to be a sign of above-average intelligence. NG16 Kant believed that a successful joke involves the controlled release of nervous energy. T17 Current thinking on humour has largely ignored Aristotle's view on the subject. F18 Graeme Ritchie's work links jokes to artificial intelligence. T19 Most comedians use personal situations as a source of humour. NG20 Chimpanzees make particular noises when they arc playing. TQuestions 21-23The diagram below shows the areas of the brain activated by jokes. Label the diagram.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 21 -23 on your answer sheet.21.Problem solving 22.temporal lobes 23.evaluating informationQuestions 24—27Complete each sentence with the correct ending A-G below.Write the correct letter A-G in boxes 24-27 on your answer sheet.24 One of the brain's most difficult tasks is to C25 Because of the language they have developed, humans A26 Individual responses to humour F27 Peter Derks believes that humour DAreact to their own thoughts.Bhelped create language in humans.Crespond instantly to whatever is happening.Dmay provide valuable information about the operation of the brain.Ecope with difficult situations.Frelate to a person's subjective views.Gled our ancestors to smile and then laugh.这篇文章虽然看起来比较贴近生活，但是理解起来还是有一定难度的，而且生词也是比较多的，所以如果基础差的考生理解这篇文章是有一定障碍的，下面我们来看看本文需要掌握的生词和高频词汇：1.疑难词注解：punchline(结尾警语、妙语连珠) pedigree(血统，家谱)punctured(被刺破的) ludicrousness(可笑的，滑稽的)appeasement(缓和，平息) ultrasonic(超声波)gaping(多洞穴的;目瞪口呆的) scuffles(混战，扭打)motor circuits(动力电图) magnetic fields(磁场)abrupt changes(突变，陡变) apparatus(装置，设备)distorted(歪曲的，受到曲解的) evolutionary accident(进化故事)prefrontal cortex(前额皮质) temporal lobes(颞叶)orbital cortex(额眶部皮质)functional magnetic resonance imaging (fMRI)(机能性磁共振成像)MRI scanners(核磁共振扫描仪) computational linguist(计算机语言学家)2.高频词headphones(耳机、听筒) dub(授予……称号)psychic tension(谨慎紧张) incongruity(不协调，不一致，不适宜)format(格式，版本) conceptual(概念上的)instinctual(本能的) evaluative(可估价的)metabolic(代谢) semantic(语义的，语义学的)apt(恰当的，有倾向的，灵敏的) leap to(迅速作出，立即作出)tap into 挖掘，开发 warm-blooded 恒温的，热温的 arousal n.唤醒，激励可以看出这些词汇还是有很多专业名词，对这些词汇如果不了解很可能阻碍大家答对题目。

READING PASSAGE 1文章结构体 主 裁 题 说明文 语言的消亡和拯救措施段落概括 第一段 第二段 第三段 第四段 第五段 第六段 第七段 第八段 纳瓦霍语正在消亡。

其他语种也濒临消亡。

语言消亡的原因。

人们拒绝使用民族语言的原因。

来自外界的因素。

语言和文化的关系。

语言和文化的关联可以挽救很多语言。

语言的保存可以使语言起死回生。

本节考查词汇第一段 sprawl linguist far from vanish generation diversity shrink dominating evolutionary extinction rebound be peppered with endanger critically reject [] [] 第二段 v. n. 散布 语言学家 远非，远不 止 v. n. n. v. adj. adj. n. v. 消亡，消失 一代人 多样性 萎缩 主导的 进化的 灭绝 回升 表面充满 v. adv. v.1[] [] [] [] [] [] [] [] 第三段 [] [] [] 第四段 []濒危 关键地 抛弃crisis community wealthy alongside induce[] [] [] [] [] 第五段n. n. adj. prep. v.危机 社会，团体 富有的 在…周围 促使， 导致， 劝诱 自发的 少数 禁止 不鼓励 提升 团结， 同一， 一致 之前的，前 任的 政策 致命的 全球化 商业的 进化 依靠，依赖 紧密地 捆绑 保护，保存 改变，切换 剥夺…的… 不断增长的 生理学的 理解，感知 尽管 身份，身份 认同 预测 祖先的，祖 辈的 主导的voluntary minority ban discourage promote unity former policy deadly globalisation commercial evolution rely intimately bind preserve shift deprive…of… mounting physiological perception despite identity prediction ancestral dominant [] [] [] [] [] [] [] []  [] [] 第六段 [] [] [] [] [] [] [] [] 第七段 [] [] [] [] []2adj. [] n. v. v. v. n. adj. n. adj. n. adj. v. adv. v. v. v. adj. adj. n. prep. n. n. adj. adj.[] n.bilingualism// erosion rekindle approach apprentice indigenous weave exclusively sufficiently fluent transmit revive essential lead…to…[] [] [] [] [] [] [] [] [] [] 第八段 [] [] []n. n. v. n. n. adj. v. adv. adv. adj. v. v. adj.双语制 腐蚀，破坏 重新燃起 方法 学徒 土著的 编织 专有地，专 门地 足够地，充 分地 流利 传递 复活 重要的，关 键的 导致…做…考题精解Questions 1-4 『题型』SUMMARY 『解析』 题号 1 关键词 as a result of/ variety 原文定位 第三段首句 答案：isolation。