剑桥考级与雅思

剑桥雅思阅读5原文翻译及答案(test1)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5test1原文翻译及答案解析，希望可以帮助到大家。

剑桥雅思阅读5原文(test1)剑桥雅思系列真题是剑桥大学考试委员会外语考试部出版各类考试真题的唯一官方出版社出版的权威教材，书中包含最新的雅思全真试题资料，是各类雅思考生备考过程中必不可少的参考书。

非常适合学生自学的习题解答和听力录音文本。

READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Johnson’s DictionaryFor the centur y before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe thevarious worlds to conquer —lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gou gh Square, in which he set up his ‘dictionary workshop’.James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on everysubject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law —according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe" The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲ to offer him a pension. From then on, he was to become the Johnson of folklore.Questions 1-3Choose THREE letters A-H.Write your answers in boxes 1-3 on your answer sheet.NB Your answers may be given in any order.Which THREE of the following statements are true of Johnson’s Dictionary?A It avoided all scholarly words.B It was the only English dictionary in general use for 200 years.C It was famous because of the large number of people involved.D It focused mainly on language from contemporary texts.E There was a time limit for its completion.F It ignored work done by previous dictionary writers.G It took into account subtleties of meaning.H Its definitions were famous for their originality.Questions 4-7Complete the summary.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-7 on your answer sheet.In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks.On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6……… to the English language. As a reward for his ha rd work, he was granted a 7………by the king.Questions 8-13Do the following statements agree with the information given in Reading Passage 1?In boxes 8-13 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 this8 The growing importance of the middle classes led to an increased demand for dictionaries.9 Johnson has become more well known since his death.10 Johnson had been planning to write a dictionary for several years.11 Johnson set up an academy to help with the writing of his Dictionary.12 Johnson only received payment for his Dictionary on its completion.13 Not all of the assistants survived to see the publication of the Dictionary.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Nature or Nurture?A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of lifefor their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically M ilgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.B Milgram’s expe rimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)’ to ‘450 volts (danger —severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgramcalmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teache-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.G An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society —the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this se tting.’H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authorityfigure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.Questions 14-19Reading Passage 2 has nine paragraphs, A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 14-19 on your answer sheet.14 a biological explanation of the teacher-subjects’ behaviour15 the explanation Milgram gave the teacher-subjects for the experiment16 the identity of the pupils17 the expected statistical outcome18 the general aim of sociobiological study19 the way Milgram persuaded the teacher-subjects to continueQuestions 20-22Choose the correct letter, A, B, C or D.Write your answers in boxes 20-22 on your answer sheet.20 The teacher-subjects were told that were testing whetherA a 450-volt shock was dangerous.B punishment helps learning.C the pupils were honest.D they were suited to teaching.21 The teacher-subjects were instructed toA stop when a pupil asked them to.B denounce pupils who made mistakes.C reduce the shock level after a correct answer.D give punishment according to a rule.22 Before the experiment took place the psychiatristsA believed that a shock of 150 volts was too dangerous.B failed to agree on how the teacher-subjects would respond to instructions.C underestimated the teacher-subjects’ willingness to comply with experimental procedure.D thought that many of the teacher-subjects would administer a shock of 450 volts.Questions 23-26Do the following statements agree with the information given in Reading Passage 2?In boxes 23-26 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 this23 Several of the subjects were psychology students at Yale University.24 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.25 In a sociological explanation, personal values are more powerful than authority.26 Milgram’s experiment solves an important question in sociobiology.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40,which are based on Reading Passage 3 below.The Truth about the EnvironmentFor many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient —associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming — does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In 1997, for example, the World Wide Fund for Nature issued a press release entitled: ‘Two thirds of the world’s forests lost forever.’ The truth turns out to be nearer 20%.Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America’s encounter with El Nino in 1997 and 1998. This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures(which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3℃ in this century, causing considerable problems, at a total cost of US$5,000 billion.Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, andprevent half a billion people from becoming seriously ill.It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.Questions 27-32Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 27-32 on your answer sheet, writeYES if the statement ag rees with the writer’s claimsNO if the statement contradicts the writer’s clamsNOT GIVEN if it is impossible to say what the writer thinks about this27 Environmentalists take a pessimistic view of the world fora number of reasons28 Data on the Earth’s natural resources has only been collected since 1972.29 The number of starving people in the world has increased in recent years.30 Extinct species are being replaced by new species.31 Some pollution problems have been correctly linked to industrialisation.32 It would be best to attempt to slow down economic growth.Questions 33-37Choose the correct letter, A, B, C or D.Write your answers in boxes 33-37 on your answer sheet.33 What aspect of scientific research does the writer express concern about in paragraph 4?A the need to produce resultsB the lack of financial supportC the selection of areas to researchD the desire to solve every research problem34 The writer quotes from the Worldwide Fund for Nature to illustrate howA influential the mass media can be.B effective environmental groups can be.C the mass media can help groups raise funds.D environmental groups can exaggerate their claims.34 What is the writer’s main point about lobby groups in paragraph 6?A Some are more active than others.B Some are better organised than others.C Some receive more criticism than others.D Some support more important issues than others.35 The writer suggests that newspapers print items that are intended toA educate readers.B meet their readers’ expec tations.C encourage feedback from readers.D mislead readers.36 What does the writer say about America’s waste problem?A It will increase in line with population growth.B It is not as important as we have been led to believe.C It has been reduced through public awareness of the issues.D It is only significant in certain areas of the country.Questions 38-40Complete the summary with the list of words A-I below.Write the correct letter A-I in boxes 38-40 on your answer sheet.GLOBAL WARMINGThe writer admits that global warming is a 38…………….challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39…………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.A unrealisticB agreedC expensiveD rightE long-termF usualG surprisingH personalI urgent剑桥雅思阅读5原文参考译文(test1)TEST 1 PASSAGE 1参考译文：Johnson’s Dictionary约翰逊博士的字典For the century before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.约翰逊博士的《字典》于1775年出版，在此之前的一个世纪，人们一直对英语的发展状况担忧。

有哪些有认可度的英语考试证书值得推荐随着全球化的发展，英语成为了全球最为广泛使用的语言之一。

掌握一定水平的英语不仅可以为个人的职业发展提供帮助，还可以为国际交流与合作打下坚实的基础。

因此，获得一份有认可度的英语考试证书成为了许多人的目标。

本文将推荐几个国际通用且有较高认可度的英语考试证书。

首先，推荐剑桥大学英语考试（Cambridge English）。

剑桥大学英语考试是全球最受认可的英语考试之一，由剑桥大学考试委员会（Cambridge Assessment）主办。

它包括多个等级以及不同目的的考试，从初级到高级，涵盖各个语言技能。

例如，剑桥英语初级考试（KET）适用于初学者，剑桥英语高级考试（CAE）适用于高级水平的学习者。

剑桥英语考试的证书在全球范围内广泛认可，获得该证书不仅能够增强学习者的英语能力，还可以作为进入国际学术和职业机会的一把钥匙。

其次，推荐国际英语语言测试系统（International English Language Testing System，简称IELTS）。

IELTS考试是为了评估非英语母语者的英语能力而设计的，适用于想要进入英语国家学习、工作或移民的个人。

IELTS考试包括听力、阅读、写作和口语四个模块，每个模块都有对应的分数。

根据不同学校及机构的要求，考生需要达到一定的总分和各个模块的分数才能满足入学或签证的要求。

IELTS考试的评分体系公正且被广泛接受，因此获得该证书对于个人的学术和职业发展非常有价值。

另外，推荐托福（Test of English as a Foreign Language）。

托福考试是由美国教育考试服务中心（Educational Testing Service，简称ETS）主办的一项国际英语考试。

托福考试被世界各国的大学和机构广泛认可，特别是美国。

托福考试涵盖听力、阅读、口语和写作四个部分，通过考试可以评估考生的英语听说读写能力。

获得托福证书可以证明个人在国际交流和学术研究方面具备良好的英语水平。

剑桥考试级别
剑桥英语考试级别划分：
第一级，入门水平：英语入门考试（key English Test，缩略为KET）；
第二级，初级水平：初级英语考试（Preliminary English Test，缩略为PET）；
第三级，独立水平：第一英语证书考试（First Certificate in English，缩略为FCE）；
第四级，流利运用：高级英语证书考试（Certificate in Advanced English，缩略为CAE）；
第五级，熟练运用：熟练英语证书考试（Certificate of Proficiency inEnglish，缩略为CPE）。

材料补充：
剑桥等级考试内容：
考试分两个阶段进行。

第一阶段为阅读、写作、听力；第二阶段为口试。

KET：阅读与写作70－80分钟，听力20分钟，口试约8分钟。

PET：阅读与写作90分钟，听力30分钟，口试约10-12分钟。

FCE：阅读75分钟，写作90分钟，语言应用75分钟，听力约40分钟，口试约14分钟。

CAE：阅读1小时15分钟，写作2小时，语言应用1小时30分钟，听力（约）45分钟，口试（约）15分钟。

毕业后能考的英语证书毕业之后可以考取的英语证书有很多种，以下是其中的几种：1. 托福（TOEFL）：托福是由美国教育测试服务中心(The Educational Testing Service，简称ETS)主办的英语语言能力考试，被广泛接受用于美国和其他英语国家的大学及学术机构的录取和奖学金的考试。

2. 雅思（IELTS）：雅思是由英国文化协会（British Council）、剑桥考试委员会（Cambridge Assessment English）和IDP Education（International Development Program）共同举办的一种普遍接受的英语考试。

雅思考试广泛接受用于英语语言国家的大学和学术机构的录取。

3. 劍橋商務英語證書（BEC）：劍橋商業英語資格（BEC）是一种培养商业英语能力的证书。

BEC分为初级(BEC Preliminary)、中级(BEC Vantage)和高级(BEC Higher)三个级别，可以根据自己的英语水平考取相应级别的证书。

4. 劍橋第一英語證書（FCE）：劍橋第一英語證書（FCE）是一种针对中高级英语学习者的证书，它证明了学习者具备相对较高的英语能力，能够用英语进行日常和工作交流。

5. 劍橋高级英语证书（CAE）：劍橋高级英语证书（CAE）是英国劍橋大學考試委員會提供的一種中高級水平的英語能力考試。

它認證了考生具有普通母語者程度的英語能力，能夠流利地溝通和理解各種英語文本。

6. 多邻国商务英语（BEC）：多邻国商务英语（BEC）是一种普遍接受的商业英语水平证书，是由多邻国教育公司设计和发行的。

该证书从初级到高级分为三个级别：BEC初级、BEC 中级和BEC高级。

7. 国际英语语言测试系统（ILETS）：国际英语语言测试系统（ILETS）是由英国文化协会（British Council）、剑桥考试委员会（Cambridge Assessment English）和IDP教育澳大利亚共同举办的一种全球通用的英语能力考试，主要用于移民和工作签证申请，也可用于教育和培训机构的招生。

fce是什么FCE全称First Certificate in English，是剑桥英语五级证书考试的第三级。

FCE是为具备中高级水平的英语学习者设计的考试。

其水平相当于欧洲委员会指定的欧洲语言教学大纲的B2水平，等同于雅思考试5.0分到6.5分的水平。

一、FCE简介FCE 是为具备中高级水平的英语学习者设计的考试。

其水平相当于欧洲委员会指定的欧洲语言教学大纲的B2水平，等同于雅思考试5.0分到6.5分的水平。

剑桥英语五级证书考试（剑桥大学考试委员会称之为主体系列考试，Main Suite Examinations，缩略为MSE）是英国剑桥大学考试委员会根据欧洲委员会制定的语言教学大纲设计的英语作为外国语的五级系列考试。

通用五级证书考试（MSE）共分为五个级别：英语入门考试（Key English Test，缩略为KET）；初级英语考试（Preliminary English Test，缩略为PET）、第一英语证书考试（First Certificate in English，缩略为FCE）、高级英语证书考试（Certificate in Advanced English，缩略为CAE）和熟练英语证书考试（Certificate of Proficiency in English，缩略为CPE）。

教育部考试中心和英国剑桥大学考试委员会合作，分别于1996年和1999年陆续引进KET、PET和FCE考试并负责组织在中国境内实施考试。

英国剑桥大学考试委员会负责命题、阅卷、颁发证书。

对于考生来说，剑桥通用五级证书终生有效。

二、FCE等级FCE考试成绩分五个级别：A、B、C是“达标”等级；D、E是“未达标”等级。

考试分数是五部分试卷分数的总和。

每位考生将于考试结束八个星期后收到考试结果说明。

其中不仅提供考生的总分数，还标明考生是否在某部分试卷的得分极高或极低。

通过考试的考生将于考试后三个月内获得证书。

剑桥英语考试级别测试The English proficiency tests administered by Cambridge Assessment English are designed to assess the language abilities of non-native speakers of English across different levels of competence. The exams are widely recognized globally, catering to diverse needs ranging from academic pursuits to professional contexts. These tests evaluate candidates' proficiency in various aspects of the English language, including reading, writing, listening, and speaking skills.The Cambridge English exams are divided into several levels, each corresponding to a specific stage of language acquisition as outlined by the Common European Framework of Reference for Languages (CEFR). The levels range from beginner (A1) to proficient (C2), ensuring a comprehensive assessment at every stage of the learner's journey. One of the most well-known exams is the IELTS (International English Language Testing System), which is accepted by universities, employers, and immigration authorities worldwide.At the foundational level, the Cambridge English exams evaluate basic language skills, such as understanding and using simple expressions, introducing oneself, and engaging in basic conversations. As learners progress, the exams become morechallenging, testing their ability to comprehend complex texts, express themselves fluently, and engage in academic or professional discourse with precision and nuance. The highest levels, such as C1 (Advanced) and C2 (Proficiency), assess the candidate's ability to communicate effortlessly and express themselves with a high degree of accuracy and sophistication, comparable to a native speaker.The Cambridge English exams are designed to be objective and impartial, ensuring a fair and standardized assessment for all candidates, regardless of their background or nationality. The tests are administered under strict guidelines and are regularly updated to align with the latest developments in language teaching and assessment methodologies. The results are widely respected and recognized by educational institutions, employers, and immigration authorities globally.One of the key strengths of the Cambridge English exams is their emphasis on practical language skills. The tests not only assess grammatical knowledge but also evaluate the candidate's ability to use language effectively in real-life situations. This approach ensures that successful candidates possess the necessary linguistic competencies to thrive in academic or professional environments where English is the primary language of communication.Furthermore, the Cambridge English exams offer flexibility andconvenience, with test centers located around the world and multiple test dates available throughout the year. Candidates can choose to take the exam at a time and location that suits their schedule, facilitating seamless integration with their academic or professional commitments.In conclusion, the Cambridge English exams serve as a reliable and globally recognized benchmark for assessing English language proficiency. By offering a comprehensive range of levels and a focus on practical language skills, these exams empower learners to showcase their linguistic abilities and open doors to academic and professional opportunities worldwide.。

剑桥英语级别划分标准剑桥英语考试是由剑桥大学考试委员会设计的一系列英语能力测试，其级别划分标准是根据学习者的英语水平和能力进行评估和分类的。

这些级别划分标准不仅在国际范围内被广泛接受，而且也被许多教育机构和雇主用作评估英语能力的标准。

剑桥英语级别主要分为以下几个级别：一、基础级别（KET和PET）KET是剑桥英语考试中的最低级别，主要面向英语初学者。

它测试的是基本的听、说、读、写技能，以及简单的语法和词汇知识。

通过KET考试的学习者可以表达简单的个人信息，进行基础的日常交流，并理解简单的指示和要求。

PET是紧接着KET的下一个级别，它测试的是学习者在英语中更高级别的技能。

通过PET考试的学习者可以理解和使用更复杂的语言，表达更复杂的观点，进行更广泛的交流。

二、中级级别（FCE）FCE是剑桥英语考试的中级级别，它测试的是学习者在英语中高级别的技能。

通过FCE考试的学习者可以理解和使用广泛的语言，包括复杂的语法和词汇。

他们可以流畅地表达自己的观点，进行深入的讨论，并理解各种复杂的文本。

三、高级级别（CAE和CPE）CAE是剑桥英语考试的高级级别之一，主要面向那些已经具有高级英语水平的学习者。

它测试的是学习者在英语中接近母语的技能水平。

通过CAE考试的学习者可以理解和使用非常复杂的语言，包括各种复杂的语法结构和词汇。

他们可以轻松地进行高级别的交流，表达复杂的观点，并理解各种复杂的文本。

CPE是剑桥英语考试的最高级别，它测试的是学习者在英语中接近母语的技能水平。

CPE的考试要求比CAE更高，主要面向那些已经具有非常高英语水平的学习者。

通过CPE考试的学习者可以无障碍地理解各种复杂的语言，并能精准、流畅地表达自己的思想。

综上所述，剑桥英语的级别划分标准是根据学习者的英语水平和能力进行评估和分类的，每个级别都有其特定的要求和标准。

这些级别划分标准为学习者提供了一个明确的学习路径，有助于他们逐步提高自己的英语水平并实现自己的目标。

剑桥英语等级考试划分
剑桥英语等级考试(Clause of University ESOL Examinations, Cambridge ESOL)是一个国际性的英语考试机构，提供了一系
列英语考试，包括KET、PET、FCE、CAE、CPE等级考试。

它们的划分如下：
1. KET (Key English Test)：适合具有基础英语能力的考生。

考
试包含听力、阅读、写作和口语四个部分。

考试后，考生可以获得KET证书。

2. PET (Preliminary English Test)：适合具备一定英语能力的考生。

考试包含听力、阅读、写作和口语四个部分。

考试后，考生可以获得PET证书。

3. FCE (First Certificate in English)：适合具备中等英语水平的
考生。

考试包含听力、阅读、写作和口语四个部分。

考试后，考生可以获得FCE证书。

4. CAE (Certificate in Advanced English)：适合具备高级英语水
平的考生。

考试包含听力、阅读、写作和口语四个部分。

考试后，考生可以获得CAE证书。

5. CPE (Certificate of Proficiency in English)：适合具备流利英
语口语和写作水平的考生。

考试包含听力、阅读、写作和口语四个部分。

考试后，考生可以获得CPE证书。

这些证书被广泛认可，并常用于学术或就业用途，例如申请国外学校或工作机会。

每个考试都有对应的考试内容和考试要求，根据自己的英语水平选择适合的考试进行考试准备。

英语考试有哪些证书英语考试有很多种证书可供考生获取。

以下是一些常见的英语考试证书：1. 大学英语四六级考试（CET-4/6）：大学英语四六级考试是中国教育部主管的全国性英语考试，旨在评估考生的英语水平。

CET-4考试适用于大学本科生，CET-6考试适用于研究生等高年级学生。

考试内容包括听力、阅读、写作和翻译。

2. 雅思考试（IELTS）：雅思考试是国际英语语言测试系统，由英国文化教育协会（British Council）、剑桥考试委员会（Cambridge ESOL）和澳大利亚教育国际合作（IDP Education Australia）共同进行。

雅思考试用于评估非英语国家的人士的英语能力，包括听力、阅读、写作和口语。

3. 托福考试（TOEFL）：托福考试是美国教育测试服务机构（ETS）组织的英语能力测试，主要用于评估非英语国家的学生申请美国高校的英语水平。

托福考试包括听力、阅读、写作和口语。

4. 劍橋商務英語證書（BEC）：劍橋商務英語證書是由劍橋大學考試委員會（Cambridge Assessment）提供的商業英語考試。

BEC分为初级、中级和高级三个等级，分别对应于商务英语初级证书（BEC Preliminary）、商务英语中级证书（BEC Vantage）和商务英语高级证书（BEC Higher）。

考试内容包括商务听力、阅读、写作和口语。

5. 英国国际文凭（IGCSE）英语考试：IGCSE是由剑桥国际考试委员会（Cambridge International Examinations）提供的一项中学课程和考试，旨在为全球学生提供英语能力证明。

IGCSE英语考试包括听力、阅读、写作和口语。

6. 全国英语等级考试（PETS）：全国英语等级考试是中国教育部主管的全国性英语考试，面向所有对英语学习有兴趣的人士。

考试分为初级（PETS-1）、中级（PETS-2）和高级（PETS-3）三个等级，旨在评估考生在听力、阅读、写作和口语方面的英语能力。

适合高中生考的英语证书
以下是适合高中生考取的英语证书：
1. 雅思（International English Language Testing System） - 雅思是一个全球通用的英语语言评估系统，适用于各种目的，包括留学和移民。

它的评估范围覆盖听力、阅读、写作和口语技能。

2. 托福（Test of English as a Foreign Language） - 托福是针对
学习英语为第二语言的考生设计的一项标准化测试。

它对听力、阅读、写作和口语技能进行评估，并被许多国际教育机构和大学接受。

3. 劍橋英語水平考試（Cambridge English Qualifications） - 劍
橋英語水平考試为考生提供了多个不同级别的考试，适用于各个英语水平。

其中包括剑桥英语初级考试（KET）、剑桥英语初级中级考试（PET）、剑桥英语中级考试（FCE）等。

4. 英国商务英语考试（Business English Certificate） - 英国商
务英语考试是一项专门评估商务英语能力的证书。

它包括针对商务听力、阅读、写作和口头表达的考试。

5. 国际初级英语教学资质（Certificate in Teaching English to Speakers of Other Languages, CELTA） - CELTA是由剑桥大学
考评局提供的一个英语教学资质认证。

它是一个培训师获取教授英语作为第二语言的技能的证书，适用于有志于教授英语的高中生。

需要注意的是，这些考试和证书并非必须，而是具有一定的参考价值。

高中生可以根据自身的需求和学习目标选择适合自己的英语证书。

扫盲KET、PET、FCE扫盲KET、PET、FCECEFR（Common European Framework of Reference for Language )，中文翻译成“欧洲语言共同框架”。

和雅思托福这类的标准化考试不同，它是设计成一种普遍的语言框架，通过对一系列语言能力的描述，用以确定清晰的语言学习目标，从而帮助界定语言熟练度以及进行语言能力的认证。

CEFR目前在欧洲的接受程度还是比较高的，英法德西等语言的测评考试都会参照他的标准。

CEFR的标准一共是六级：A1、A2 级别的英语使用者被定义为Basic user，相当于入门和基础水平。

B1、B2 级别的英语使用者被定义为Independent user，相当于提高水平。

C1、C2 级别的英语使用者被定义为Proficient user，相当于高级和专业水平。

CEFR、托福、雅思、剑桥通用五级难度比对：第一级，入门水平：英语入门考试（Key English Test, 缩略为KET），基本和YLE Flyers持平，属于A2-B1水平；第二级，初级水平：初级英语考试（Preliminary English Test，缩略为PET），属于B1-B2水平；第三级，独立水平：第一英语证书考试（First Certificate inEnglish，缩略为FCE），属于B2-C1水平；第四级，流利运用：高级英语证书考试（Certificate in Advanced English，缩略为CAE），属于C1-C2水平；第五级，熟练运用：熟练英语证书考试（Certificate of Proficiency in English，缩略为CPE），属于C2水平。

其中，KET，PET，FCE针对青少年开设了校园版的考试。

根据官方说明，校园版和标准版只是题材对于低龄考生更加友好，但是在难度上是没有任何区别的。

剑桥英语考级体系 VS 国内基础英语教育体系说完了欧标，再来看国内基础英语教育体系，也就是我们经常说的体制内的课内英语教学，这两者的对应关系是什么呢？下面这张图来自官网，由剑桥大学英语考评部的专家们绘制，用以诠释了二者的对应关系，旨在给国内的家长和学习者一个清晰、明确的认知框架。

剑9test4阅读PASSAGE1翻译：Marie Curie的生活与工作相应的解析，请点击：剑桥雅思9Test1阅读Passage1答案解析。

更多解析，请点击：剑桥雅思9解析。

剑桥雅思9Test1阅读Passage2答案解析Marie Curie大概是史上最著名的女科学家。

她于1867年出生在波兰，原名Marie Sklodowska,因其在放射化学方面的成就而著名，并两度问鼎诺贝尔奖;1903年，她同丈夫Pierre Curie以及Henri Becquerel被授予诺贝尔物理学奖，1911年她又独立获得诺贝尔化学奖。

她是世界上第一位获得诺贝尔奖的女性。

自幼年起，Marie就以惊人的记忆力而出名。

她在16岁完成中等教育时获得了金牌。

但由于父亲投资失败，家中积蓄所剩无几，Marie不得不靠教书维持生活。

有了这笔收入，她就能先资助姐姐Bronia在巴黎学医，而Bronia也承诺，作为回报以后会帮助她继续完成学业。

1891年，Bronia兑现了她的承诺。

Marie来到巴黎，开始在巴黎大学学习。

她经常学至深夜，每天几乎仅靠面包、黄油和茶水充饥。

1893年，她在物理学的考试中拔得头筹，并在1894年的数学考试中名列第二。

直至当年春天，她被介绍给Pierre Curie。

他们于1895年喜结连理，这桩婚姻标志着很快就会取得世界重大成就的合作的开始。

1896年Henri Becquerel发现了一个新现象，Marie后来将其命名为“放射现象”，并且决定查明在铀中发现的放射现象是否也存在于其他元素中。

后来，她在钍中也发现了这一现象。

随着Marie把注意力转向矿物质，她对沥青铀矿产生了兴趣。

沥青铀矿是一种放射性高于纯铀的矿物质，而其高放射性的唯一解释是在矿石中存在着一种极为稀少却高度活跃的未知物质。

Pierre Curie与Marie 一起工作攻克了这项难题，他们发现了新的元素钋和镭。

Pierre 主要专注于新放射物质的物理研究，而 Marie Curie努力提取金属状态的纯锡。

剑桥雅思16Test1Part3听力原文与答案 Art Projects剑桥雅思16Test1Part3听力原文与答案 Art Projects剑桥雅思16听力第一套题目第三篇文章的主题为有关鸟类艺术的课堂演讲准备。

具体内容包括Jess和Tom觉得有用的事先准备，proposal里需要更改的地方，以及通过六幅艺术作品想要表达的东西。

下面是这段音频对应的录音原文与相应题目的答案。

点击查看这篇雅思听力中出现的高频词汇与具体题目的答案解析：剑桥雅思16Test1Part3听力高频词汇剑桥雅思16Test1Part3听力答案解析 Art Projects剑桥雅思16 Test1 Part3雅思听力原文JESS: How are you getting on with your art project, Tom?TOM: OK. Like, they gave us the theme of birds to base our project on, and I’m not really all thatinterested in wildlife. But I’m starting to get into it. I’ve pretty well finished the introductory stage.JESS: So have I. When they gave us all those handouts with details of books and websites to look at, I was really put off, but the more I read, the more interested I got (Q21).TOM: Me too. I found I could research so manydifferent aspects of birds in art – colour, movement, texture. So I was looking forward to the Bird Park visit.JESS: What a letdown! It poured with rain and wehardly saw a single bird. Much less use than the trip to the Natural History Museum (Q22).TOM: Yeah. I liked all the stuff about evolution there. The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.JESS: I missed those because I was ill. I wish we could’ve seen the projects last year’s students did.TOM: Mm. I suppose they want us to do our own thing, not copy.JESS: Have you drafted your proposal yet?TOM: Yes, but I haven’t handed it in. I need to amend some parts. I’ve realised the notes from my research are almost all just descriptions, I haven’t actually evaluated anything. So I’ll have to fix that (Q23).JESS: Oh, I didn’t know we had to do that. I’ll have to look at that too. Did you do a timeline for the project?TOM: Yes, and a mind map.JESS: Yeah, so did I. I quite enjoyed that. But it was hard having to explain the basis for my decisions in my action plan.TOM: What?JESS: You know, give a rationaleTOM: I didn’t realise we had to do that. OK. I can add it now. And I’ve done the video diary presentation, and worked out what I want my oute to be in the project.JESS: Someone told me it’s best not to be too precise about your actual oute at this stage (Q24), so you have more scope to explore your ideas later on. SoI’m going to go back to my proposal to make it a bit more vague.TOM: Really? OK. I’ll change that too then.TOM: One part of the project I’m unsure about is where we choose some paintings of birds and say what they mean to us. Like, I chose a painting of a falcon by Landseer. I like it because the bird’s standing there with his head turned to one side, but he seems to be staring straight at you. But I can’t just say it’s a bit scary, can I?JESS:You could talk about the possible danger suggested by the bird’s look (Q25).TOM: Oh, OK.JESS: There’s a picture of a fish hawk by Audubon I like. It’s swooping over the water with a fish in its talons, and with great black wings which take up most of the pictureTOM: So you could discuss it in relation to predators and food chains?JESS: Well actually I think I’ll concentrate on the impression of rapid motion it gives (Q26).TOM: Right.JESS: Do you know that picture of a kingfisher by van Gogh –it’s perching on a reed growing near a streamTOM: Yes it’s got these beautiful blue and red and black shadesJESS: Mm hm. I’ve actually chosen it because I saw a real kingfisher once when I was little. I was out walking with my grandfather (Q27), and I’ve never forgotten itTOM: So we can use a personal link?JESS: SureTOM: OK. There’s a portrait called W illiam Wells, I can’t remember the artist but it’s a middle-aged man who’s just shot a bird. And his expression, and the way he’s holding the bird in his hand suggests he’s not sure about what he’s done. To me it’s about how ambiguous people are in the way they exploit the natural world (Q28).JESS: Interesting. There’s Gauguin’s picture Vairumati. He did it in Tahiti. It’s a woman with a white bird behind her that is eating a lizard, and what I’m interested in is what idea this bird refersto. Apparently, it’s a reference to the never-ending cycle of existence (Q29).TOM: Wow. I chose a portrait of a little boy. Giovanni de Medici. He’s holding a tiny bird in one fist. I like the way he’s holding it carefully so he doesn’t hurt it (Q30).JESS: Ah right.剑桥雅思16 Test1 Part3雅思听力答案21-22. CE23-24. BE25. D26. C27. A28. H29. F30. G剑桥雅思16Test1Part1听力原文与答案Children’s Engineering Workshops剑桥雅思16Test1Part2听力原文与答案Stevenson’s site剑桥雅思16Test1Part4听力原文与答案 Stoicism。

雅思为各位考生推荐复习材料-剑桥雅思7TEST 3 PASSAGE 2 参考译文：人口迁移与遗传学,相应的解析，请点击：剑桥雅思7阅读+答案解析-Test3Passage2。

TEST 3 PASSAGE 2 参考译文：人口迁移与遗传学A过去人们对人类起源与人口分布的研究一直是在考古发现和化石证据的基础上进行的。

然而，从20世纪50年代起发明的不少新技术使得此项研究拥有更充分、更客观的立足点。

关于人口迁移活动的最早信息是从“活体考古”中获得的，专家们可从遗传物质中发现一些线索。

B 近来对人类何时初次踏上美洲大陆问题的研究便是体现这些新技术价股的最好范例。

很久以来，东北亚和西伯利亚就一直被视为人类首次向“北美新世界”迁移的发源地。

但是，跨越白令海峡进人美洲大陆的移民浪潮是一次还是几次?这次移民事件，或者这几次事件又适何时发生的呢?近些年来，通过对遗传学的研究，专家们找到遗传标记在现代美国本土居民中分布情况的新线索。

C 由生物人类学家罗伯特?威廉姆斯领导的一项程把研究点聚焦在了免疫球蛋白G变体(又叫做免疫球蛋白同种异型Gm)上。

在人类血液流体中可以找到这种变体。

所有的蛋质都处于漂流状态，或者在生产新变体，那么数代之后，通过通婚形成的家族成员们将会拥有一套共同的变体。

所以，通过对比两类不同人群的Gm同种异型(比如两个印第安人部落)人们可以建立各自的“遗传距离”，距离本身可以调整，从而可以给出一些信息，提示此族群自从最后一次通婚混血以来经过了多长吋间。

D威廉姆斯和他的同事们花费20年时间在北美西部地区采集了5, 000名美洲印第安人的血液标本。

通过研究发现，这些印第安人的Gm同种异型可以划分为两组，其中一组也和中部、南部的印第安人基因类型相匹配。

其他测试显示因纽特人(又叫爱斯基摩人)和阿留申人形成另一个族群。

据此证据可推断出，跨越白令海峡的大规模移民浪潮共有三次。

第一次移民浪潮发生在15,000年前，其中的古印第安人是今天美国中部和南部印第安人的祖先。