阅读Reading4

Unit4 Reading 4Diving into Dreams World…1 Every dream is a message from your unconscious self, expressed in a code which only you can understand and interpret. The images, colors, moods and terms of your dreams depend upon your culture, up-bringing, slang and your own understanding of things and values. In order to interpret your dream correctly, you have to work on every dream symbol, and the following tips can be useful to you.每个梦都是来自你的潜意识自我的信息，用只有你能理解和解释的密码来表达。

你梦中的形象、色彩、情绪和术语取决于你的文化、成长、俚语和你对事物和价值观的理解。

为了正确地解释你的梦，你必须研究每一个梦的符号，下面的提示可能对你有用。

2 It is most likely that you will be present in any of your dreams, but you may look differently. You can dream of other people, animals and inanimate objects, which may represent you. For example, a panther can have an allusion to some of your character features like strength and smartness, and seeing a pig could mean that you are being greedy and behaving like a pig. Sometimes you may appear as an object in your dreams. For example,a chair leg, while other chair legs are broken, if you are the only one who is supporting the family. Dreaming is like looking into a mirror and seeing yourself with your own eyes.你很可能会出现在你的任何一个梦中，但你可能看起来不一样。

艾玛英语阅读四参考答案一、阅读理解1. 问题：What is the main idea of the passage?答案：The main idea of the passage is to introduce thelife and achievements of Emma, highlighting her passion for English literature and her contributions to the field.2. 问题：What does Emma enjoy doing in her free time?答案：Emma enjoys reading English novels and writing book reviews in her free time.3. 问题：How did Emma's interest in English literature begin?答案：Emma's interest in English literature began when she was introduced to classic English novels by her high school English teacher.4. 问题：What is Emma's approach to learning English?答案：Emma's approach to learning English includes reading extensively, practicing writing, and engaging in discussions with others who share her interest.5. 问题：Why did Emma decide to start a book club?答案：Emma decided to start a book club to share her love for English literature with others and to create a community of readers who can discuss and explore the themes and ideasin the books together.二、词汇练习1. 问题：The word "fascination" in the passage refers to:答案：a strong attraction or interest.2. 问题：The term "contribution" in the context of the passage means:答案：something given or provided, in this case, Emma's efforts to the field of English literature.3. 问题：What does "extensive" imply about Emma's reading habits?答案: It implies that Emma reads a large amount or covers a wide range of books.4. 问题：The word "initiative" in the passage suggests:答案：a plan or action taken in order to achieve a particular goal, here referring to Emma's decision to start a book club.5. 问题：What is the meaning of "diverse" in relation to the book club members?答案: It means that the members come from a variety of different backgrounds or have a range of different interests.三、完形填空1. 空格一：Emma's love for English literature was sparked by her high school English teacher, who introduced her to a variety of classic novels. (sparked)2. 空格二：She would often spend hours in the library, completely absorbed in the world of the characters. (absorbed)3. 空格三：Emma's dedication to her studies led her to excelin her English classes, earning her the respect of her peers and teachers alike. (dedication)4. 空格四：With the aim of sharing her passion, Emma decidedto take the initiative and start a book club. (initiative)5. 空格五：The book club has since grown into a community of avid readers who regularly meet to discuss their latest reads. (avid)四、翻译练习1. 句子一：艾玛对英语文学的热爱始于她高中时的英语老师，他向她介绍了各种经典小说。

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。

New wordsIllustrations [印刷] 插图；插画（illustration的复数）Polio n. 小儿麻痹症（等于poliomyelitis）；脊髓灰质炎Floppy adj. 松软的；叭嗒叭嗒响的；懒散的，邋遢的Inauguration n. 就职典礼；开始，开创；开幕式Algae . [植] 藻类；[植] 海藻Epidemic adj. 流行的；传染性的n. 传染病；流行病；风尚等的流行Maze n. 迷宫；迷惑；糊涂vt. 迷失；使混乱；使困惑Ozone n. [化学] 臭氧；新鲜的空气Beverage n. 饮料tortillas n. 墨西哥玉米粉圆饼（tortilla的复数Exercise 11、Main Idea:E-mail (electronic mail) has several important advantages.Signal Words DetailsThe main it take little time to send and receive message.Another it is cheap to send a message by E-mail.In addition you don’t have to worry about the time difference.Last it allows you to send a single message to many people at the same time 2、Main Idea:Communicating by e-mail becoming increasingly popular for many reasons. Signal Words DetailsFirst people who do not like to use the telephone like to use e-mail. Second it is useful for sending suggestions or requests.Furthermore e-mail message are uniform.In addition they do not give away the sender’s feelings or emotional condition 3、Main Idea:An advertising executive recently described the many ways that e-mail helps her do her job.Signal Words DetailsFirst she uses e-mail for communicating with her employees.In addition her employees no longer have to do all of their work in the office And when the advertising company wants to contact a large number ofclients,a single e-mail message is sent to them.Exercise 21、Main Idea:Iceland is not a place for the ordinary tourist.Signal Words DetailsThe landscape the landscape is bare and strang.The far northern climate the winter weather is severe,summer is short and cool,with strong wind The Remote location the Remote location means many products are expensive.2、Main Idea:there are a number of ways to make life more comfortable.Signal Words DetailsFor example you can try to keep your home as cool as possible.Also it is important to keep yourself cool.And finally you should try to stay calm and relaxed.Exercise 3A、Main Idea: Franklin D·Roosevelt served his country for most of his life.Signal Words DetailsJanuary 30,1882 he was...1903 he began his studies at Harvard.1905 he married Eleanor RooseveltDuring they had six childrenAfter he serred in the New York State Senate.1921 Mr.Roosevelt worked in Washington as Secretary of the Navy.At that time he become very ill with polio and lost the use of his legs.In 1928 Mr.Roosevelt ran for governor of New York.After he serred two terms as governor.In 1933 he was elected to the presidency in 1933.April 12,1945 president Roosevelt died in office on April 12,1945 .BMain Idea:using a digital camera and a computer is an easy and enjoyable way to get good photographs.Signal Words DetailsFirst install the .....Then take some pictureAfter that connect your camera to the computerNext open the program on the computer and save the pictureAt this point edit them as desiredThen save the edited photosFinally print themExercise 41、Main Idea:as Maya Angelou ,an African--American author,was growing up,she learned about abuse and hate,but also about love and support.Signal Words Details1929 she was born in Long Beach ,CaliforniaThree years old her parents separatedEight years old Maya was abused by her mother’s boyfriendThen she and her brother went to live with her grandmotherDuring her youth she also discovered her love of literatureIn 1945 Maya graduated from a high school in San FranciscoA few months later she had a baby sonIn later year Maya included all of these experiences in her novels,poemsIn 1993 she was invited to write the official poem for the inauguration of President Bill Clinton2、Main Idea:Spike lee an African--American film director,is one of the most noted people in his field.Signal Words DetailsIn 1957 he was born in Atlanta GeorgiaTwo years old his family moved to Brooklyn,New YorkAs a youngster his interest in movies beganAfter graduating he studies filmmaking at New York University from MorehouseCollegesSoon after that he made his first feature film,she’s gonna have itSince he has written ,produced,directed,more than fifteen filmsExercise 53 74 9 8 1 2 105 6Exercise 61Main Idea:if you get a blowout while you are driving ,what should you do.Signal Words DetailsFirst thing hold very tightly to the steering wheelNext step must not try to step or turn too quicklyAfter move over to the side road and slow down graduallyThen turn on your flashing lights2Main Idea:the early year of Hans Christian AndersenSignal Words DetailsBorn in 1805 in OdenseIn reality he was lonely and unhappy as a child,and desperately poor.In spite of he believed that he was special and that he deserved a better life At the age of fourteen he picked up his new things and went to Copen Hagan to seek hisfortune as a writerExercise 7Main idea statements3、Football5、Song ZuyingA、Main Idea: the similarities and differences of the New York subway and Paris’ subway Signal Words DetailsBoth depend on .......Both the subway are often crowdedAnother likeness terrible noise level in the trainsA further similarities two subway systems both caver a wide area at little expanse forcommuterHowever differences between the two are quite strikingWhile New York......On the other hand New York trains can sometimes be less clear and reliable B、Main Idea:the similarities of the Ukrainian and Japan is that they like to eat pastries filled with meatSimilaritiesSignal Words DetailsIn common the like to eat pastries filled with meatSimilar the Ukrainian pastries are called pilmeni and Japan pastries are calledgyozaBoth made of pastries of flat pastry foldedBoth people usually eat their pastries with sauceC、Main Idea: when the first baby arrives in a household everything changesdifferencesSignal Words DetailsBut in the .......But spent their evening o TV or reading /spent admiring their infantIn contrast their life is more carefully plannedWhile go out to see friends whenever they want/arrange for a babysitter Unlike neat and tidy rooms/full of baby thingsDifference the topic is always about the babyExercise 81Main Idea:The similarities between college and high schoolSimilaritiesSignal Words DetailsIn fact some important similarities between college and highschoolIn both places academic success depends on being a responsible studentLike the social situation in college is also like high schoolClosely resemble the activities in college also closely resemble the activities in highschool2Main Idea:The differences between the university of Bologna in northern Italy and most North American universityDifferenceSignal Words DetailsMajor difference it is the oldest University in EuropeOn the other hand ancient halls/relatively newAnother difference around the center of the city/no campus or special universityareaUnlike no trees or open spaces for students to meetInstead students meet on the streets,in cafes, and in the courtyards ofthe historic buildings3Main Idea:In Russia, there has always been a strong tradition of learning foreign languages BothSignal Words DetailsSame these schools have the same subjects as all Russian schoolHowever many of the subjects are taught in foreign languageDifferent students must be selected to attend specialized schoolsGreatest difference students learn to express themselves fluently in aforeign languageExercise 91Main Idea：the similarities between elephants and whales.Does this paragraph include similarities，differences，or both？Similarities Signal Words Detailsin fact They come from the same biological family.Similarities The shape of an elephant’s head is similar to awhale’sAnother similarities both animals are excellent swimmersLike They use sounds to show anger.Finally both female elephants and female whales stay close to otherfemales and help them when they give birth.2Main Idea：People usually build their houses out of the materials that are easily available to them.Does this paragraph include similarities，differences，or both？Differences Signal Words DetailsOther areas of Europe They build their houses of stone and brick.In tropical regions houses are made from plants that grow there. Coldest area people made their houses out of blocks of ice. Exercise 10Exercise 11AAIDS HIVEpidemics bacteriaCoughs colds and fluImproperly stored food food poisoningSlow infant development poor nutritionSkin cancer too much exposure to the sun Swimming in pools ear infectionHeart trouble diet high in fatLung cancer cigarette smokingSkiing broken legB1.AIDS result from HIV2.Improperly stored food can bring about food poisoning3.Swimming in pools can result in ear infection4.Skiing can provoke broken leg5.Epidemics can be caused by bacteria6.Coughs can be a consequences of colds and flu7.Slow infant development can be the result of poor nutrition8.Skin cancer can follow too much exposure to the sun9.Heart trouble can result from diet in fat10.Lung cancer is due to cigarette smokingExercise 12ACauses1.a b d e f g i2.a b c d f i jBEffects1.a b d e f h2.d f gExercise 131Main Idea:People move from one city or country to another,the spread of diseases may result Causes EffectsA germ is completely new to a region people who already live there have nonatural protection against itPeople move can spread the diseasesWhen they go back they may carry the diseases with them2Main Idea:Changes in heating system of buildings can also lead to diseaseCauses EffectsShortage3Main Idea:pollution of the oceans can also results in the spread of disease. Causes EffectsChemicals from fertilizers and human waste pollute oceanPollutants increased growth of tiny plants calledAlgae provide a home for cholera,a deadly algae diseaseExercise 141Main Idea:pilots and flight attendants have long know that they become especially forgetful when they fly often with little restCauses EffectsHave long flights may may with jet lagPeople with jet lag some brain cells were damagedHave damaged brain cells their brain had become smaller2Main Idea:ignorance about the African continent has led to some enormous errors in mapmakingCausesThe mapmaker draw a long line of mountains,as he called kong mountain EffectsThe people seemed to be an important feature of the continentalgeographyExercise 15Exercise 161Problem:as people get older,they usually begin to experience physical problemsSolution:eat blue bettiesMain idea:blue betties can slow the aging process,when people get more more and more older2Problem:asthma is a serious health problem for many children especially in cities, in the USA and many industrial and countries Solution:reducing pollution from automobilesMain idea:asthma is a serious health problem for many children but which can be prevented by reducing pollution from automobiles3Problem:two men from Munich faced an heavy snow storm,when they were hikingSolution:dig a cave to prevent the windMain idea:two men were catching the snow storm,but finally they save themselves thought digging a cave and build a small fire to keepwarmExercise 17Problem：Deciding where to put an industrial park.Solution：Using these empty mines for it.Main Idea：It is about how the underground industrial park was established in Kansas City.Problem：How to help the economy but not damage the forest.Solution：The Brazilians have made a deal with Pepsi-cola Company to introduce the beverage in north America.Main Idea：By selling a natural product，Brazilians will build a strong economy without endangering the rain forest.Problem：The usual method for cleaning up ground pollution is very expensive and complicated.Solution：Scientists use trees and plants that can eliminate certain polluting substances.Main Idea：Scientists now find that there is a better and less expensive way to clean up the ground pollution by using trees and plants they identified.Exercise 18Exercise 19S cc l ce ps s ce cc s ceExercise 201Sentence: d Pattern: ce2Sentence: e Pattern: sSentence: b Pattern: ps 4Sentence: a Pattern: ce 5Sentence: f Pattern: ccMissing sentences1、a b fExercise 211Sentence: d Pattern: s2Sentence: e Pattern: cc 3Sentence: b Pattern: l4Sentence: a Pattern: ceSentence: c Pattern: psMissing sentences1、a b c d eExercise 221Sentence: e Pattern: s2Sentence: c Pattern: l3Sentence: f Pattern: ps4Sentence: b Pattern: ce5Sentence: d Pattern: ccMissing sentences1、b c d fExercise 231、listing2、surfing ,scuba diving ,snorkeling,water sportsParagraph1：L listening many popular water sports in Hawaii Paragraph2：CE explain the story of the name surfingParagraph3：S explain the steps of doing surfingParagraph4：CC companion of scuba in diving and snorkeling and difference between them Paragraph5：CE last sentence why is Hawaii know as a perfect plane to enjoy water sports。

剑桥雅思阅读4test1原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。

下面小编给大家分享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。

剑桥雅思阅读4原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.Adults 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 byteachers 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 that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the 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’ views about 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 that 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 that acid rain is responsible for rainforest destruction; a similar proportion said that 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 rainforests’ ecosystems such as their ideas aboutrainforests 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.Questions 1-8Do the following statements agree with the information given in Reading Passage 1?In boxes 1-8 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 The plight of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforests that they encounter in their classrooms.3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.4 The fact that children’s ideas about science form part ofa larger framework of ideas means that it is easier to changethem.5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9-13The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.Answer the following questions by choosing the correct responses A-P.Write your answers in boxes 9-13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were?10 What was the most common response to the question about the importance of the rainforests?11 What did most children give as the reason for the loss of the rainforests?12 Why did most children think it important for the rainforests to be protected?13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?A There is a complicated combination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants.G People are responsible for the loss of the rainforests.H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.J As the rainforests are destroyed, the world gets warmer.K Without rainforests there would not be enough oxygen in the air.L There are people for whom the rainforests are home.M Rainforests are found in Africa.N Rainforests are not really important to human life.O The destruction of the rainforests is the direct result of logging activity.P Humans depend on the rainforests for their continuing existence.Question 14Choose the correct letter, A, B, C, D or E.Write your answer in box 14 on your answer sheet.Which of the following is the most suitable title for Reading Passage 1?A The development of a programme in environmental studies within a science curriculumB Children’s ideas about the rainforests and the implications for course designC The extent to which children have been misled by the media concerning the rainforestsD How to collect, collate and describe the ideas of secondary school children.E The importance of the rainforests and the reasons for their destructionREADING PASSAGE 2You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.What Do Whales Feel?An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoisesSome of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtshipritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to different degree in different species. Baleen species studied at close quarters underwater — specifically a grey whale calf in captivity for a year, and free-ranging right whale and humpback whales studied and filmed off Argentina and Hawaii —have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese Beiji, for instance, appear to have very limited vision, and the Indian susus are blind,their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.1. echolocation: the perception of objects by means of sound wave echoes.Questions 15-21Complete the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer.Write your answers in boxes 15-21 on your answer sheet.SENSE SPECIES ABILITY COMMENTSSmell toothed no evidence from brain structurebaleen not certain related brain structures are presentTaste some types poor nerves linked to their 15………areunderdevelopedTouch all yes region around the blowhole very sensitiveVision 16……… yes probably do not have stereoscopic vision Dolphins, porpoises yes probably have stereoscopic vision 17………and………18………yes probably have stereoscopic vision forward and upward Bottlenose dolphins yes exceptional in 19………and good in air-water interfaceBoutu and beiji poor have limited visionIndian susu no probably only sense direction and intensity of lightHearing most large baleen yes usually use 20………; repertoire limited21………whales and ………whalesyes song-likeToothed yes use more of frequency spectrum; have wider repertoireQuestions 22-26Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.22 Which of the senses is described here as being involved in mating?23 What species swims upside down while eating?24 What can bottlenose dolphins follow from under the water?25 Which type of habitat is related to good visual ability?26 Which of the senses is best developed in cetaceans?READING PASSAGE 3You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.Visual Symbols and the BlindPart 1From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines — or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.To search out these answers, I created raised-line drawingsof five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.Part 2Words associated Agreementwith circle/square amongsubjects (%)SOFT-HARD 100MOTHER-FATHER 94HAPPY-SAD 94GOOD-EVIL 89LOVE-HATE 89ALIVE-DEAD 87BRIGHT-DARK 87LIGHT-HEAVY 85WARM-COLD 81SUMMER-WINTER 81WEAK-STRONG 79FAST-SLOW 79CAT-DOG 74SPRING-FALL 74QUIET-LOUD 62WALKING-STANDING 62ODD-EVEN 57FAR-NEAR 53PLANT-ANIMAL 53DEEP-SHALLOW 51Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. These percentages show the level of consensus among sighted subjects.We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example,we asked: What goes with soft? A circle or a square? Which shape goes with hard?All our subjects deemed the circle soft and the square hard.A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2.) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’to square and ‘near’ to circle. In fact, only a small majority of sighted subjects —53% —had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.Questions 27-29Choose the correct letter, A, B, C or D.Write your answers in boxes 27-29 on your answer sheet.27 In the first paragraph the writer makes the point that blind people.A may be interested in studying art.B can draw outlines of different objects and surfaces.C can recognise conventions such as perspective.D can draw accurately.28 The writer was surprised because the blind womanA drew a circle on her own initiative.B did not understand what a wheel looked like.C included a symbol representing movement.D was the first person to use lines of motion.29 From the experiment described in Part 1, the writer foundthat the blind subjectsA had good understanding of symbols representing movement.B could control the movement of wheels very accurately.C worked together well as a group in solving problems.D got better results than the sighted undergraduates.Questions 30-32Look at the following diagrams (Questions 30-32), and the list of types of movement below. Match each diagram to the type of movement A-E generally assigned to it the experiment. Choose the correct letter A-E and write them in boxes 30-32 on your answer sheet.A steady spinningB jerky movementC rapid spinningD wobbling movementE use of brakesQuestions 33-39Complete the summary below using words from the box.Write your answers in boxes 33-39 on your answer sheet.NB You may use any word more than once.In the experiment described in Part 2, a set of word 33……was used to investigate whether blind and sighted people perceived the symbolism in abstract 34……in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35… volunteers, everyone thought a circle fitted ‘soft’ while a square fitted ‘hard’.However, only 51% of the 36…… volunteers assigned a circle to 37…… . When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices.associations blind deep hardhundred identical pairs shapessighted similar shallow softwordsQuestion 40Choose the correct letter, A, B, C, or D.Write your answer in box 40 on your answer sheet.Which of the following statements best summarises the writer’s general conclusion?A The blind represent some aspects of reality differently from sighted people.B The blind comprehend visual metaphors in similar ways to sighted people.C The blind may create unusual and effective symbols to represent reality.D The blind may be successful artists if given the right training.剑桥雅思阅读4原文参考译文(test1)Passage1参考译文Adults 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 thatsome of these ideas will be mistaken.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。

2017年考研英语(一)阅读 text4 精讲Decoding the Complexities of the 2017 Postgraduate Entrance Examination English (I) Reading Text 4The 2017 Postgraduate Entrance Examination English (I) reading section has always been a topic of intense scrutiny and discussion among aspiring graduate students. The text four of this examination, in particular, has garnered significant attention due to its intricate nature and the challenges it poses to test-takers. In this essay, we will delve deep into the nuances of this text and uncover the strategies and insights that can help students navigate its complexities with confidence.Firstly, it is crucial to understand the overall structure and format of the reading text. The 2017 Postgraduate Entrance Examination English (I) reading section is designed to assess the candidates' comprehension skills, critical thinking abilities, and their capacity to analyze and interpret complex passages. Text four, in particular, is known for its multi-layered and thought-provoking content, which often requires a deep understanding of the context, subtext, and the underlying themes.One of the key aspects of this text is its focus on the dynamics of the academic world. The passage delves into the intricate relationships between professors, researchers, and students, as well as the challenges they face in the pursuit of knowledge and innovation. It explores the delicate balance between academic freedom, institutional constraints, and the pressures of the modern research landscape.Another salient feature of the text is its emphasis on the role of technology in shaping the academic landscape. The passage examines the impact of technological advancements on teaching methodologies, research practices, and the dissemination of information. It highlights the opportunities and challenges that come with the integration of technology in higher education, and how it has transformed the way knowledge is acquired, shared, and applied.Furthermore, the text touches upon the concept of academic integrity and the ethical considerations that govern the academic community. It addresses issues such as plagiarism, data fabrication, and the importance of maintaining high standards of scholarly conduct. This section of the text is particularly crucial as it not only tests the candidates' understanding of these concepts but also their ability to critically analyze and formulate informed opinions on these complex topics.In order to effectively tackle this reading passage, candidates must employ a multifaceted approach that combines careful reading, critical analysis, and a thorough understanding of the contextual and conceptual frameworks. They must be able to identify the key themes, arguments, and underlying assumptions presented in the text, and then synthesize this information to form a coherent and well-reasoned response.One effective strategy for approaching this text is to carefully read through the passage, making note of the main ideas, supporting evidence, and any potential counterarguments or alternative perspectives. It is also important to pay close attention to the language used, as the text may employ sophisticated vocabulary, complex sentence structures, and subtle nuances that can significantly impact the overall meaning and interpretation.Furthermore, candidates should strive to connect the themes and ideas presented in the text to their broader knowledge of the academic landscape, current trends in higher education, and the ongoing debates and discussions within the scholarly community. This contextual understanding can help them better analyze and interpret the text, and formulate responses that demonstrate a deep and nuanced understanding of the issues at hand.In addition to these analytical skills, candidates must also possessstrong writing abilities to effectively convey their understanding and insights in the examination. This includes the ability to structure their response in a clear and coherent manner, use appropriate academic language and conventions, and present their arguments in a persuasive and well-reasoned manner.In conclusion, the 2017 Postgraduate Entrance Examination English (I) reading text four is a complex and multifaceted passage that challenges candidates to demonstrate their critical thinking, analytical, and writing skills. By approaching the text with a comprehensive understanding of its themes, structure, and contextual frameworks, and by employing effective strategies for analysis and response, candidates can navigate the complexities of this passage and showcase their mastery of the English language and the academic landscape. With dedication, perseverance, and a deep commitment to learning, aspiring graduate students can unlock the full potential of this reading text and excel in the examination.。

2017年考研英语二阅读text4知乎全文共6篇示例，供读者参考篇1The Weird Reading from My Big Sister's TestHi everyone! My name is Timmy and I'm 8 years old. I love reading books, especially fun stories about animals and superheroes. But the other day, I found this really bizarre reading passage that my big sister Emily had to read for some big test she took. It was called "Text 4" and it was nothing like the books I normally read! I'm going to tell you all about it because it was just so strange.The passage started off pretty normal, just talking about these tiny things called microorganisms. I've heard of those before - they're like really really small germs and bacteria and stuff that you can't even see unless you use a powerful microscope. Anyways, it said that microorganisms have been around for billions of years, way before humans and dinosaurs even existed. It mentioned some groups of them like archaea and bacteria. I had no clue what those words meant but they sounded funny.Then it started talking about this thing called the "Tree of Life." At first I thought this would be a fun story about an actual tree that could walk around and talk. But it turned out to be about how all living things on Earth are supposed to be related and connected, kind of like a huge family tree. Except this tree showed how the first life forms split into different branches a long, long time ago. There were the eukaryotes on one branch, which became plants, animals and fungi. And then there were the prokaryotes on another branch, which were just those archaea and bacteria microbes I mentioned before.Then it went into all this complicated stuff about cells and DNA and evolution that was way over my head. Something about eukaryotes having a nucleus and prokaryotes not having one? I've heard my sister use the word "nucleus" before when talking about atoms, but I didn't know cells could have them too. And prokaryotes apparently don't have any nuclear membranes at all. Like, their DNA is just floating around or something? How weird is that?!It kept rambling on about horizontal gene transfer, which made me think of shuffling a deck of cards at first. But no, it's actually when microbes can swap genes with each other, even from different species. Apparently that allows traits to be sharedaround unlike how it happens with us bigger organisms. The passage said this is one of the reasons microbes have been so successful on Earth. I guess that makes sense, but it still seems kinda gross to imagine tiny germs giving each other their genes!Towards the end it brought up these things called endosymbionts, which I literally couldn't even pronounce. Apparently they're microbes that live inside the cells of other bigger microbes or organisms. And there was evidence that way back when, endosymbionts were absorbed into other cells and became things like mitochondria and chloroplasts! That's some wild stuff if you ask me. To think that parts of cells today used to be totally separate organisms is just mind-blowing.The passage ended by talking about how all of this new research into microbes is causing scientists to rethink the tree of life concept entirely. Because with all the horizontal gene transfer and endosymbiont absorption, the history of life on Earth is way more confusing and branched than a simple tree. It's more like a crazy web or network where everything is all intertwined. Just thinking about that makes my brain hurt!So yeah, that's the gist of the bizarre reading my sister had to tackle. I'm just an 8-year-old kid, so a lot of those scientific words and concepts went completely over my head.Microorganisms, prokaryotes, eukaryotes, endosymbionts - it was like the passage was written in some sort of secret code! Part of me wishes I could just go back to reading my fun adventures books. But another part of me is kinda fascinated by these strange microscopic lifeforms and how they're all weirdly connected in unexpected ways. Maybe when I'm older like Emily some of it will start making more sense.Anyways, I'm gonna go play outside now. Reading that bizarre text really tired out my brain! Thanks for listening to me ramble about it. If you ever come across the full "Text 4" passage, just remember - it may look normal at first, but it's definitely not your typical light reading material! Stay curious my friends!篇2Text 4 is Kinda Weird but Also Really Cool!Hey guys! Today I'm gonna tell you about this really weird reading passage I had to do for my big sis's graduate school English test. It's called Text 4 and it's all about these tiny little animals called bdelloid rotifers. I'd never even heard of them before!So these bdelloid rotifers are like, super super small - you need a microscope to see them. They live in watery places likeponds, rivers and even just puddles after it rains. Isn't that crazy? There could be millions of them swimming around in a little mud puddle and we'd have no idea!The really wild thing about bdelloid rotifers is that they're basically immortal. Well, kind of. You see, most animals and humans reproduce by having babies. But bdelloid rotifers don't do that. Instead, they make copies of themselves over and over again. It's like making xerox copies but with your entire body!And get this - the copies are identical genetically to the original rotifer. It's not like with humans where kids get a mix of genes from both parents. Nope, rotifer copies are exactly the same, just younger versions. That's why they call it eternal reproduction rather than sexual reproduction. Mind blown, right?Because of this weird reproduction, bdelloid rotifers don't age and die the same way we do. The text says their "mortality rates are effectively uncoupled from their age." See, with us humans and most animals, the older we get the more likely we are to die. But not rotifers! They just keep cloning themselves over and over, so they don't really have a time limit on their lives.Now that part is just totally bonkers if you ask me. Can you imagine being able to make perfect baby clones of yourselfconstantly and never having to die of old age? I mean, you could still get stepped on or eaten by a bird probably. But you'd just live forever otherwise! It's like a total sci-fi movie idea.The even crazier part is that bdelloid rotifers can basically survive anything. When conditions get too cold, dry or radioactive, they go into this weird "sleep mode" called anhydrobiosis. In sleep mode, their metabolism basically shuts off completely and they can survive crazy conditions like being frozen solid, boiled, or blasted with radiation!Then when things are normal again, they just wake up like nothing happened and go back to swimming around and cloning themselves. The passage said they can survive being completely desiccated for over 20 years! How insane is that?And here's maybe the weirdest fact of all: bdelloid rotifers have managed to survive for millions and millions of years without having sex. Yup, you read that right - no sex whatsoever, just endless streams of clones from a single ancestor!Most animals would go extinct pretty quickly without sexual reproduction to keep the gene pool mixed up. But somehow bdelloid rotifers have defied that and just cloned on for 60 million years or more. Scientists have no idea how they've managed that evolutionary trick.Overall, I thought Text 4 was super bizarre but also totally fascinating. Bdelloid rotifers are like the weirdest, most indestructible creatures on the planet. They're immortal, they can survive anything, and they've pulled off not having sex for literally millions of years. You've gotta respect that, even if it does sound like something from outer space!Anyway, that's my take on this wild reading passage about microscopic, cloning, eternally-young, radiation-proof animal weirdos. If you ever get to read about bdelloid rotifers, prepare to have your mind blown! Let me know if any of you awesome readers have thoughts on these strange little dudes. Stayroti-fresh, my friends!篇3Text 4 Was Really Hard and Confusing!Hi everyone! I'm going to tell you all about Text 4 from the 2017 graduate school English test that my older brother had to take. It was super long and had a bunch of big words that I didn't understand. But I'll try my best to explain it!The text was about these tiny things called nanomaterials. Nanomaterials are sooooo small, way smaller than a grain of salt or sand! They are made up of nanoparticles which are likeultra-tiny building blocks. By putting nanoparticles together in different ways, scientists can make new nanomaterials with special properties.One kind of nanomaterial they talked about was nanotubes. Nanotubes are like super strong, lightweight pipes or tubes made from carbon atoms all lined up perfectly. They are so strong that you could tie cables made of nanotubes into a knot and they still wouldn't break! Nanotubes could be used to make space elevators to lift things up from Earth. Woah, a real life space elevator like in the movies? So cool!The text also mentioned nanowires which are like ultra-tiny wires for sending electricity and signals. Nanowires could be used in faster computer chips and electronics in the future. Maybe one day our phones and tablets will have nanowire parts to make them way faster!Another freaky nanomaterial is graphene. Graphene is made from a single layer of carbon atoms arranged in a hexagonal pattern like chicken wire. Even though it's just one atom thick, graphene is stronger than steel and can conduct electricity better than most metals. With graphene, you could make an unbreakable coat or deflect bullets! Ok maybe not deflect bullets, but it is super strong.The neatest part was about nanorobots. Scientists can make tiny robots the size of viruses or bacteria using nanomaterials! These nanorobots could one day travel inside our bodies to treat diseases by delivering medicine directly to infected areas. Or they could unclog your arteries! How wild is that? Microscopic robots swimming around inside you!Nanotechnology could lead to all kinds of breakthroughs like stronger and lighter materials, faster computers, targeted medicine delivery, and more efficient energy storage. But the text also warned about potential risks like nanoparticles being toxic if they get inside our bodies the wrong way. We need to study the effects really carefully.Phew, that was a lot to cover! Hopefully I didn't mess up the main points too badly. Nanomaterials and nanotechnology seem amazing yet complicated. Just thinking about things smaller than the tip of a pencil makes my brain hurt. Let me know if any of this ultra-tiny nano stuff made sense or if you need me to explain anything again. Thanks for reading!篇42017 Grad School English Reading Test Text 4Hey guys! Today I want to tell you all about a really interesting reading passage I had to do for my big sister's graduate school entrance exam practice. It was called Text 4 and it was all about these super cool animals called naked mole rats!Naked mole rats are definitely one of the weirdest animals I've ever learned about. First of all, they're kind of ugly looking - they have these wrinkly pink bodies with just a few hairs here and there. Their front teeth are really long and stick out, kind of like tiny elephant tusks. But despite how funny they look, these little guys are amazing!The passage told me that naked mole rats live in huge underground colonies with tons of tunnels and chambers. There can be up to 300 mole rats all living together! And get this - they're basically like ants or bees, with one queen who is the only female that can have babies. All the other mole rats are just workers who dig tunnels, find food, and take care of the pups.But here's the really mind-blowing fact - naked mole rats don't get cancer or get old and die! Well, they do eventually die but it takes them like 30 years, which is super old for a little rodent. The article said scientists are really interested in studying them to try to learn their anti-aging secrets.Another crazy thing is that naked mole rats don't need very much oxygen to breathe. Most mammals, like us humans, would die pretty quickly without enough air. But these little guys can go for hours in a low oxygen environment by cutting way down on their metabolism. That's a handy trick when you live in underground tunnels!Maybe the weirdest naked mole rat ability though is their sense of colony identity. Apparently if a mole rat from a different colony tries to sneak in, the others can smell that it's a outsider and kick it out or even kill it! They're super protective of their own colony members. The passage called it an "anti-immigrant insurgency." How nuts is that?There was a lot more detail in the passage about naked mole rat biology, behavior, and why scientists want to keep studying them. But I'll admit, a lot of it went over my head with all the big fancy words. I had to ask my sister to explain parts of it to me.Still, I thought naked mole rats were just fascinating creatures. They look funny but are these tough, cooperative little buddies that can seemingly live forever in low oxygen environments while fiercely protecting their colony. I'd love to see one up close someday, though I don't know if I'd want to pick one up and cuddle it! Those giant teeth look pretty sharp.Anyway, that's the scoop on Text 4 from my sister's practice test. I know a lot of you will probably have to take big entrance exams someday too, so pay attention in school! You might have to write an essay about something as random as naked mole rat superpowers. Let me know if you ever need a kid genius like me to explain anything else to you. Until next time, peace out!篇5Text 4 is a Tough Read!Hey guys! Today I want to tell you about this super hard reading passage I had to do for my English test. It's called Text 4 from the 2017 Graduate Admissions English test. I'm just a kid, but they made me read this college-level stuff! Can you believe it?The passage is all about these tiny things called "microbes." At first, I thought it was going to be about microwave ovens or something. But no, it's about like bacteria and viruses and fungi and those kinds of icky germs that make you sick. Yuck!Basically, the passage says that microbes are wayyyy older than humans or even dinosaurs. They've been around for billions of years! And there are so many different types - millions and millions of species. Some live in the soil, others in the ocean, andget this - they're even inside our bodies! That's kind of creepy if you ask me.The reading talked a lot about how important microbes are, even though we can't see them with our plain eyes. They help decompose things like dead plants and animals. And some of them are actually good for us and help keep us healthy. Like the ones in yogurt that help your tummy feel better.But then it went into all this crazy scientific mumbo-jumbo about microbes "facilitating nutrient cycling" and being "metabolic engines" for the whole planet. I was so lost! It used a ton of huge vocabulary words that a kid like me has never heard before.Apparently, without microbes, the whole world would be covered in piles of decaying plants and animals. Everything would just rot and rot forever instead of becoming soil or nutrients again. That's pretty gross to think about if you ask me!And get this - it said there are more microbes in a single teaspoon of soil than there are people on the entire Earth! Can you imagine how many dozens and dozens of people would fit in a teaspoon? It blows my mind.The reading also mentioned how we're only just starting to learn about all the different species of microbes that exist. For a long time, we didn't have good tools to study them because they're so tiny. But now with better microscopes and DNA analysis, scientists are discovering new types all the time.And you'll never believe this - it said there are actually microbes living inside active volcanoes! Or in crazy cold places like Antarctica. Or even in boiling hot springs! How do those little guys survive in such extreme environments? I don't know, but it's pretty cool if you ask me.Near the end, the passage talked about how understanding microbes better could help solve a lot of human problems. Like cleaning up oil spills, treating diseases, protecting crops from mold and mildew, or turning plant waste into biofuels for cars and trucks. Woah!It said microbes are sort of like "invisible partners" that can help make human life better if we learn to work with them properly. Although sometimes they cause diseases too, so I guess it's a bit of a love-hate relationship, if you can even have a "relationship" with a microbe!Phew, I'm out of breath after explaining all that! You can probably tell this reading passage was no walk in the park for akid like me. It was super sciency with many long, technical words I'd never heard before. I had to read it like three times to kind of, sort of understand the main points.But I tried my best because I really want to get into a good college someday! Maybe if I keep working hard, I can become a genius microbiologist who studies those funny little critters. Although if I'm being totally honest, most of that reading just went straight over my head. I'll stick to easy kids books for now!So that's the crazy story of Text 4 from the 2017 English test.I hope explaining it like this has helped you understand it too. If not, then I have no clue how you're supposed to pass that test! Yeesh, good luck grown-ups!篇6Text 4 Reading for Graduate Admission Test 2017 - An Elementary Student's TakeHey guys! Today I'm going to tell you all about this really interesting reading passage that was on the big test that all the older kids have to take to get into university graduate programs. It was called Text 4 and it was kind of confusing at first, but I think I figured out the main ideas!The passage was about this thing called the "rainforest mind." Basically, it's comparing the human brain to a rainforest because they are both super complex systems with a huge diversity of life and elements all interconnected. Just like how there are millions of species of plants, animals, fungi and microbes all living together in the rainforest, our brains have billions of neurons forming intricate networks and firing signals every second. Wild, right?The reading talked about how the rainforest mind is always growing and changing, just like an actual rainforest. New connections between neurons are forming all the time based on our thoughts, experiences, and inputs from the outside world. And old, disused connections get pruned away like when a tree falls in the forest and new saplings sprout up in the space it cleared. Our brains are constantly being reshaped by the things we do, feel, and learn. So cool!But here's the really fascinating part - the passage said that the rainforest mind has "emergent properties." That means the incredible abilities of the human mind like creativity, reasoning, and consciousness emerge spontaneously from the complex neural networks and interactions happening at lower levels, kind of like how the whole rainforest ecosystem emerges from thecollaboration between all its diverse lifeforms. The rainforest mind is SO much more than just the sum of its parts.The reading explained that this emergent nature of our brain's complexity is why we can't just model the human mind using our most powerful computers. Those computers are extremely good at crunching numbers and making sense of clearly defined data, kind of like figuring out the location and mass of each tree in a small area of rainforest. But they can't capture the true, open-ended cognitive richness that emerges from our brains' tangled networks, which is more like understanding and predicting the entire mind-blowingly complex rainforest ecosystem just from its components. Woah.Anyway, the author made some interesting points about how embracing and working with the rainforest mind's complexity could lead to amazing advancements in things like artificial intelligence that mimics real reasoning. But they also warned that messing too much with such an intricate system could have catastrophic unintended consequences, just like destructive deforestation. We have to be really careful!Overall, I thought the passage gave a super insightful perspective by comparing our incredible, irreducibly complex minds to nature's most vibrant, verdant ecosystems. The humanbrain is endlessly fascinating because it builds itself from tiny units into an ever-changing matrix capable of generating an entire experiential reality. Just like how the rainforest seems so magically alive. Our minds are basically organic rainforests! Though hopefully without all the biting insects and jaguars...That's my take on this reading about the "rainforest mind" from the 2017 graduate exam. Let me know if you have any other questions! I may be just a kid but I'm always happy to nerd out about the secrets of the human brain. It's one of the coolest mysteries in the whole universe if you ask me. Thanks for reading!。