剑4-7雅思阅读答案

雅思剑4阅读答案剑桥雅思14test1阅读passage1文章题目为儿童游戏的重要性，这篇文章考试题型比较经典，是按照顺序出题的。

这有利于我们从阅读原文中找到答案。

接下来一起来看看剑桥雅思14test1阅读passage1真题内容。

剑桥雅思14test1阅读passage1真题文本reading passage 1you should spend about 20 minutes on questions 1-13, which are based on reading passage 1 below.the importance of children’ s playbrick by brick, six-year-old alice is building a magical kingdo imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.minutes later, alice has abandoned the kingdom in favour of playing schools with her younger brother. when she bosses him around as his‘teacher’, she’s practising how to regulate her emotions through pretence. later on, when they tire of this and settle down with a board game, she’s learning about the need to follow rules and take turns with a partner.‘play in all its rich variety is one of the highest achievements of the human species,’ says dr david whitebread from the faculty of education a t the university of cambridge, uk. ‘it underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.’recognising the importance of play is not new: over two millennia ago, the greek philosopher plato extolled its virtues as a means of developing skills for adult life, and ideas about play-based learning have been developing since the 19th century.but we live in changing times, and whitebread is mindful of a worldwide decline in play, pointing out that over half the people in the world now live in cities. ‘the opportunities for free play, which i experienced almost every day of my childhood, are becoming increasingly scarce,’ he says. outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents’increased wish to protect their children from being the victims of crime, and by the emphasis on ‘earlier is better’ which is leading to greater competition in academic learning and schools.international bodies like the united nations and the european union have begun to develop policies concerned with children’s right to play, and to consider implications for leisure facilities and educational programmes. but what they often lack is the evidence to base policies on.‘the type of play we are interested in is child-initiated, spontaneous and unpredictable - but, as soon as you ask a five-year-old “to play”, then you as the researcher have intervened,’ explains dr sara baker. ‘and we want to know what the long-term impact of play is. it’s a real challenge.’dr jenny gibson agrees, pointing out that although some of the steps in the puzzle of how and why play is important have been looked at, there is very little data on the impact it has on the child’s later lif e.now, thanks to the university’s new centre for research on play in education, development and learning (pedal), whitebread, baker, gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.‘a s trong possibility is that play supports the early development of children’s self-control,’ explains baker. ‘this is our ability to develop awareness of our own thinking processes — it influences how effectively we go about undertaking challenging activitie s.’in a study carried out by baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. ‘thissort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.’if playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.gibson adds: ‘playful behaviour is also an important indicator of healthy social and emotional development. in my previous research, i investigated how observing children at play can give us important clues about their well-beingand can even be useful in the diagnosis of neurodevelopmental disorders like autis’whitebread’s recent research has involved developing a play-basedapproach to suppo rting children’s writing. ‘many primary school childrenfind writing difficult, but we showed in a previous study that a playfulstimulus was far more effective than an instructional one.’ children wrote longer and better-structured stories when they first played with dolls representing characters in the story. in the latest study, children first created their story with lego_ with similar results. ‘many teachers commented that they had always previously had children saying they didn’t know what to write about. with the lego building, however, not a single child said this through the whole year of the project.’whitebread, who directs pedal, trained as a primary school teacher in the early s, when, as he describes, ‘the teaching of young children was lar gely a quiet backwater, untroubled by any serious intellectual debate or controversy.’ now, the landscape is very different, with hotly debated topics such as school starting age.‘somehow the importance of play has been lost in recent decades. it’s regarded as something trivial, or even as something negative that contrastswith “work”. let’s not lose sight of its benefits, and the fundamental contributions it makes to human achievements in the arts, sciences and technology. let’s make sure children have a rich diet of play experiences.’_lego: coloured plastic building blocks and other pieces that can bejoined togetherquestions 1-8complete the notes below.choose one word only from the passage for each answer.write your answers in boxes 1-8 on your answer sheet.questions 9-13do the following statements agree with the information given in reading passage 1?in boxes 9-13 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 this9 children with good self-control are known to be likely to do well at school later on.10 the way a child plays may provide information about possible medical problems.11 playing with dolls was found to benefit girls’ writing more than boys’ writing.12 children had problems thinking up ideas when they first created thestory with lego.13 people nowadays regard children’s play as le ss significant than theydid in the past.passage 1儿童玩耍嬉戏的重要性the importance of children’s playbrick by brick, six-year-old alice is building a magical kingdo imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she’s creating an enchanting world. although she isn’t aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.一块又一块积木，六岁的alice正在搭建一个魔法王国。

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

剑桥雅思阅读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。

READING PASSAGE 3You should spend about 20 minutes on Questions 27—40， which are based on Reading Passage 3 below.EFFECTS OF NOISEIn general, it is plausible to suppose that we should prefer peace and quiet to noise。

And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially ‘too quiet’， an experience that suggests that humans are capable of adapting to a wide range of noise levels。

Research supports this view。

For example， Glass and Singer （1972） exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise。

精心整理剑4Test1ReadingPassage1无标题热带雨林Q1-8对错题Q9-13TheboxbelowgivesalistofresponsesA-PtothequestionnairediscussedinReadingPassage1.Answerthef ollowingquestionsbychoosingthecorrectresponsesA-P.Q14标题题剑4Test1ReadingPassage2Whatdowhalesfeel?自然科学生物Q15-21填空题Q22-26简答题剑Q27-29选择题Q30-32配对题Q33-39填空题Q40选择题剑4Test2Reading1LostforWordsQ1-4填空题Q5-9配对题Q10-13剑医学Q14-15Q16-23对错题Q24-26填空题剑4Test2Reading3PlayisaseriousbusinessPhysiology自然科学Q27-32配对题Q33-35选择题剑4Test3Reading1Micro-EnterpriseCreditforStreetYouth社会组织公益Q1-4选择题Q5-8填空题Q9-12对错题Q13选择题剑4Test3Reading2V olcanoes-earth-shatteringnewsQ14-17小标题Q18-21简答题Q22-26填空题剑4Test3Reading3ObtainingLinguisticDataQ27-31配对Q32-36填空Q37-40填空剑营养健康Q1-6对错题Q7-10填空题Q11-13剑社会科学人类学Q14-19对错题Q20-23选择题Q24-27填空题Q28-31标题配对剑4Test4Reading3TheproblemofScarceResources社会科学资源分配Q32-35配对题剑5Test1Reading1Johnson’sDictionary社会科学语言Q1-3选择题Q4-7填空题Q8-13对错题剑5Test1Reading2NatureorNurture?行为心理教育社会科学Q14-19配对题Q20-22选择题Q23-26对错题剑5Test1Reading3TheTruthabouttheEnvironmentQ27-32对错题Q33-37选择题Q38-40填空配对剑Q1-3填空题Q4-8填空题Q9-13配对题剑社会科学语言Q14-20Q21-23填空题Q24-27配对题剑5Test2Reading3TheBirthofScientificEnglish社会科学Q28-34填空题Q35-37对错题Q38-40填空Table剑5Test3Reading1EarlyChildhoodEducation社会科学Q1-4WritethecorrectletterA-Finboxes1-4onyouranswersheet.Q5-10WritethecorrectletterA,B,CorDinboxes5-10onyouranswersheet.Q11-13对错题剑5Test3Reading2DisappearingDelta地理自然科学Q14-17标题题ListofHeadingsQ18-23对错题Q24-26填空题剑5Test3Reading3TheReturnofArtificialIntelligenceQ32-37对错题Q38-40选择题剑Q4-9对错题Q10-13填空题剑自然科学Q14-17Q18-23Q24-26剑5Test4Reading3Theeffectsoflightonplantandanimalspecies自然科学Q27-33对错题Q34-40填空题剑6Test1Reading1Australia’sSportingSuccess社会科学Q1-7Writethecorrect,A-F,inboxes1-7onyouranswersheetQ8-11配对题Q12-13简答题剑6Test1Reading2Deliveringthegoods物流运输社会科学历史Q14-17Writethecorrectletter,A-I,inboxes14-17onyouranswersheetQ18-22对错题Q23-26填空题剑6Test1Reading3ClimateChangeandtheInuit因纽特人和环境变化历史Q27-32标题题Q33-40填空题剑6Test2Reading1AdvantagesofpublictransportQ1-5标题题Q6-10对错题Q11-13配对题剑Q14-22填空题Q23-26配对题剑Q32-40剑Q1-5Writethecorrectletter,A-J,inboxes1-5onyouranswersheetQ6-9对错题Q10-13选择题Q14-18小标题剑6Test3Reading2MotivatingEmployeesunderAdverseConditions社会科学Q19-24对错题Q25-27标题题剑6Test3Reading3TheSearchfortheAnti-agingPill抗衰老自然科学Q28-32对错题Q33-37Writethecorrectletter,A,B,orC,inboxes33-37onyouranswersheet. 剑6Test4Reading1DoctoringSales经济社会科学Q1-7标题题Q8-13对错题剑Q14-18填空题Q19-24对错题Q25-26选择题剑6Test4Reading3无标题校园恶霸BullyQ27-30标题题Q31-34选择题Q35-40选择题剑Q6-13填空题剑资源利用社会科学Q14-20配对题Q21-26对错题剑7Test1Reading3EducatingPsyche教育社会科学Q27-30选择题Q31-36对错题Q37-40Completethesummaryusingthelistofwords,A-K,below.剑7Test2Reading1Whypagodasdon’tfalldown?建筑社会科学Q1-4对错题Q5-10Writethecorrectletter,A,BorC,inboxes5-10onyouranswersheet.Q11-13选择题剑7Test2Reading2TheTrueCostofFood经济社会科学Q14-17Writethecorrectletter,A-G,inboxes14-17onyouranswersheet.Q18-21对错题Q22-26选择题剑Q27-30标题配对ListofheadingsQ31-35对错题Q40选择题剑7Test3Reading1AntIntelligenceQ1-6对错题Q7-13填空题Q14-19剑历史Q20-21地图Q22-25表格Writethecorrectletter,A,B,orC,inboxes22-25onyouranswersheet. Q26选择题剑7Test3Reading3无标题Forests自然科学Q27-33对错题Q34-39Writethecorrectletter,A-J,inboxes34-39onyouranswersheet.Q40选择题剑7Test4Reading1Pullingstringstobuildpyramids金字塔建造建筑社会科学Q1-7对错题Q8-13选择题剑7Test4Reading2EndlessHarvestAlaska历史环境社会科学Q14-20对错题Q21-26Writethecorrectletter,A-K,inboxes21-26onyouranswersheet.剑7Test4Reading3EffectsofnoiseQ30-34填空题剑8Test1Reading1AChronicleofTimekeepingersheet.Q5-8配对Q9-13图填空剑Q20-26剑Q31-40表格填空剑8Test2Reading1Sheetglassmanufacture:thefloatprogress材料自然科学Q1-8表格和图的填空Q9-13对错题剑8Test2Reading2Thelittleiceage小冰期历史环境自然科学Q14-17ListofheadingsQ18-22填空Q23-26选择剑8Test2Reading3Themeaningandpowerofsmell味道自然科学Q33-36选择题Q37-40填空题剑8Test3Reading1Strikingbackatlightningwithlasers激光闪电自然科学Q1-3选择题Q4-10填空题Q11-13对错题剑8Test3Reading2Thenatureofgenius天才社会科学Q19-26对错题剑Q27-32ListofheadingsQ33-36填空题Q37-40剑教育社会科学Q6-9对错题Q10-13选择题剑8Test4Reading2Biologicalcontrolofpests控虫自然科学Q14-17选择题Q18-21对错题Q22-26Writethecorrectletter,A-I,inboxes22-26onyouranswersheet.剑8Test4Reading3CollectingAntSpecimens生物自然科学Q27-30对错题Q31-36配对Writethecorrectletter,A,B,CorD,inboxes31-36onyouranswersheet.Q37-40图填空剑9Test1Reading1WilliamHenryPerkin人物故事社会科学Q1-7对错题Q8-13简答题剑9Test1Reading2Isthereanybodyoutthere?Q14-17ListofheadingsQ18-20简答题Q21-26对错题剑9Test1Reading3Thehistoryofthetortoise生物历史Q27-30简答题Q31-33对错题Q34-39填空题流程Q40选择题剑教育社会科学Q7-10简答题Q11-13剑9Test2Reading2Venusintransit天文自然科学Q14-17Writethecorrectletter,A-G,inboxes14-17onyouranswersheetQ18-21配对题Matcheachstatementwiththecorrectperson,A,B,CorD.Q22-26对错题剑9Test2Reading3Aneuroscientistrevealshowtothinkdifferently人脑神经自然科学Q27-31选择题Q38-40Writethecorrectletter,A-E,inboxes38-40onyouranswersheet.剑9Test3Reading1Attitudestolanguage语言社会科学Q1-8对错题Q9-12填空题Q13选择题剑9Test3Reading2TidalPower潮汐能自然科学Q18-22ChooseFiveletters,A-J.Q23-26填空图剑9Test3Reading3Informationtheory-thebigideaQ33-37填空题Q38-40对错题剑Q1-6对错题Q7-13剑ssenseofidentity孩子的自我意识社会科学Q20-23配对题Matcheachfindingwiththecorrectresearcherorresearchers,A-E. Q24-26填空题剑9Test4Reading3TheDevelopmentofMuseums历史Q31-36选择题Q37-40对错题剑10Test1Reading1Stepwells建筑社会科学Q6-8简答题Q9-13填空题剑10Test1Reading2EuropeanTransportSystem交通运输社会科学Q14-21ListofheadingsQ22-26对错题剑科学Q27-30选择题Q36-40对错题剑10Test2Reading1TeaandtheindustrialrevolutionQ1-7ListofheadingsQ8-13对错题剑Q18-22配对Q23-26剑绘画艺术社会科学Q27-31填空题Q32-35选择题Q36-40对错题剑10Test3Reading1Thecontext,meaningandscopeoftourism旅游社会科学Q1-4ListofheadingsQ5-10对错题剑10Test3Reading2AutumnleavesCanadianwriterJayIngraminvestigatesthemysteryofwhyleavesturnredinthe fall植物自然科学Q14-18Writethecorrectletter,A-I,inboxes14-18onyouranswersheet.Q19-22填空题Q23-25对错题Q26选择题剑地理航海自然科学Q27-31填空Q32-35选择题Q36-40对错题剑Q1-6填空题Q7-13对错题剑心里学Q14-18Q19-22Q23-26Writethecorrectletter,A-H,inboxes23-26onyouranswersheet.剑10Test4Reading3Whenevolutionrunsbackwards进化生物自然科学Q27-31选择题Q32-36Completeeachsentencewiththecorrectending,A-G,below.Q37-40对错题剑11Test1Reading1Crop-growingskyscrapers用地社会科学Q8-13对错题剑11Test1Reading2TheFalkirkWheelAuniqueengineeringachievement机械社会科学Q14-19对错题Q20-26图填空题剑Q30-36填空题表格Q37-40配对题剑故事历史Q1-4对错题Q5-8配对题Q9-13图填空题剑历史Q21-24Q25-26剑11Test2Reading3Neuroaesthetics神经美学自然科学Q27-30选择题Q31-33选择题Q34-39对错题Q40选择题剑11Test3Reading1ThestoryofsilkThehistoryoftheworld’smostluxuriousfabric,fromancientChinatothepresen tday历史Q1-9填空题Q10-13对错题剑11Test3Reading2GreatMigrations迁徙生物自然科学Q14-18对错题Q19-22Writethecorrectletter,A-G,inboxes19-22onyouranswersheet.Q23-26选择题剑11Test3Reading3Prefaceto‘学Q35-40填空题剑11Test4Reading1ResearchusingtwinsQ1-4对错题Q5-9配对题Q10-13填空题剑Q14-18Q19-23剑11Test4Reading3‘ThisMarvellousInvention’语言社会科学Q27-32ListofheadingsQ33-36填空题Q37-40对错题标题对应题Test3Passage2Q14-17 Test4Passage3Q28-31 Ielts5Test3Passage2Q14-17 Test4Passage1Q1-3 Ielts6Test1Passage3Q27-32 Test2Passage1Q1-5 Test3Passage2Q14-18 Test4Passage1Q1-7 Test4Passage3Q27-30 Ielts7Test1Passage2Q14-20 Test2Passage3Q27-30Ielts8Test2Passage3Q27-32 Test3Passage3Q27-32 Test4Passage1Q1-5 Ielts9Test1Passage2Q14-17 Test4Passage3Q27-30Test1Passage2Q14-21 Test2Passage1Q1-7 Test3Passage1Q1-4 摘要题Ielts4Test1Passage3Q33-39Test2Passage1Q1-4 Test3Passage2Q22-26 Test3Passage3Q37-40 Test4Passage2Q24-27 Ielts5Test1Passage1Q4-7Test1Passage3Q38-40 Test2Passage1Q1-3Ielts6Test1Passage2Q23-26 Test1Passage3Q33-40 Test2Passage2Q14-22 Test4Passage2Q14-18 Test4Passage3Q35-39 Ielts7Test1Passage1Q6-9 Test1Passage3Q37-40 Test2Passage2Q22-26 Test3Passage1Q7-13 Test4Passage1Q8-13 Test4Passage3Q30-34 Ielts8Test2Passage2Q18-22 Test3Passage1Q7-10 Ielts9Test3Passage1Q9-12 Test4Passage2Q24-26 Ielts10Test2Passage3Q27-31 Test3Passage3Q27-31完成句子题Ielts4Ielts5Test2Passage2Q24-27 Test4Passage3Q34-40 Ielts6Test2Passage2Q23-26 Test2Passage3Q27-31Ielts7Test1Passage1Q10-13 Test2Passage3Q36-39 Test4Passage2Q21-26 Ielts8Test1Passage3Q27-30 Test2Passage3Q37-40Test3Passage1Q4-6 Test3Passage3Q33-36 Test4Passage2Q22-26 Ielts9Test3Passage3Q33-37 Test4Passage1Q7-13Ielts10Test1Passage3Q31-35Test4Passage3Q32-36 简答题Ielts4Test1Passage2Q22-26 Test3Passage2Q18-21 Ielts6Test1Passage1Q12-13 Ielts9Test1Passage1Q8-13 Test1Passage2Q18-20 Test1Passage3Q27-30 Test2Passage1Q7-10 Ielts10Test1Passage1Q6-8 图表题Ielts4Test1Passage2Q15-21 Test2Passage2Q24-26 Test3Passage1Q5-8Test3Passage3Q32-36 Ielts5Ielts6Test3Passage3Q38-40 Ielts7Test3passage2Q20-21 Ielts8Test1Passage1Q9-13精心整理精心整理Test1Passage3Q31-40 Test2Passage1Q1-8 Test4Passage3Q37-40 Ielts9Test1Passage3Q34-39 Test3Passage2Q23-26 Ielts10 TestPassage1Q9-13 选择题Ielts4Test1Passage1Q14-14 Test1Passage3Q27-29 Test1Passage3Q40-40 Test2Passage2Q14-15 Test2Passage2Q33-35Test4Passage2Q22-23 Ielts5Test1Passage1Q1-3。

剑四阅读答案【篇一：剑4答案】class=txt>ffttfng t ngmegpjbpassage2:taste budsbaleen/the baleen whalesforward downwardfreshwater dolphin(s)/the freshwater dolphin(s)water/the waterlower frequencies/the lower frequenciesbowhead humpbacktouch/sense of touchfreshwater dolphin(s)/the freshwater dolphin(s)airborne flying fishclear water(s)/clear open water(s)acoustic sense/the acoustic sensepassage3:ccaecapairs shapes sighted deep blind similar btest2passage1isolationeconomic globalization/globalization/socio-economic pressurescultural identitytraditional skillebdcbno yesnot givenyespassage2cb yes no yesyesyes not givenno yesemotional/ emotional problemsheadache/headachesgeneral ill healthpassage3hfahibacf bgedatest3passage1adccsudan indiabicyclesshoe shine/shoe shine collectivelife skillsno not given no yes apassage2iii i iv viplates/the plates/the tectonic platesmagmaring of fire600/600 years/for 600 yearswater/the water/oceans/the oceansiava /magma/molten rockindia /western indiaexplodesgases/the gases/trapped gasespassage3decdf(the)linguist(acts)/(the)linguists(act)foreign languagesquality/the quality/the poor qualitynon-verbal behaviour/non-verbal behacvior/facialexpression/facial expressionscamera/video camera/recording/video recording【篇二：剑桥雅思4 test 1-test 4 阅读文章和翻译】nd children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. for example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. in the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests - what and where they are, why they are important, what endangers them -independent of any formal tuition. it is also possible that some of these ideas will be mistaken.many studies have shown that children harbour misconceptions about ?pure curriculum science. these misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous，more robust but also accessible to modification. these ideas may be developed by children absorbing ideas through the popular media. sometimes this information may be erroneous. it seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children‘s ideas in this area. the aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.the study surveys children‘s scientific knowledge and attitudes to rainforests. secondary school children were asked to complete a questionnaire containing five open-form questions. the most frequent responses to the first question were descriptions which are self-evident from the term rainforest. some children described them as damp, wet or hot. the second question concerned the geographical location of rainforests. the commonest responses were continents or countries：africa (given by 43% of children), south america (30%), brazil (25%). some children also gave more general locations, such as being near the equator. responses to question three concerned the importance of rainforests. the dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. fewer students responded chat rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. more girls (70%) than boys (60%) raised die idea of rainforest as animal habitats.similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. these observations aregenerally consistent with our p revious 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 chat it is human activitieswhich are destroying rainforests, some personalising the responsibility by the use of terms such as we are. about 18% of the pupils referred specifically to logging activity. one misconception, expressed by some 10% of the pupils, was chat acid rain is responsible for rainforest destruction； a similar proportion said chat pollution is destroying rainforests. here, children are confusing rainforest destruction with damage to the forests of western europe by these factors. while two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced. the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on earth.in answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive.only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. this is surprising considering the high level of media coverage on this issue. some children expressed the idea that the conservation of rainforests is not important.the results of this study suggest that certain ideas predominate in the thinking of children about rainforests. pupils‘ responses indicate some misconceptions in basic scientific knowledge of rainforests‘ ecosy stems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. in other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drivethe activities which are destroying the rainforests. one encouragement is that the results of similar studies aboutother environmental issues suggest that older children seemto acquire the ability to appreciate, value and evaluate conflicting views. environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。

雅思阅读真题答案：龙涎香Ambergris为了帮助大家备考雅思的阅读，参考更多真题，下面小编给大家带来雅思阅读真题答案：龙涎香 Ambergris，望喜欢！雅思阅读真题答案：龙涎香 Ambergris文章标题 Ambergris 龙涎香文章大意关于ambergris龙涎香和amber琥珀第一段说ambergris这个东西很久以前就有了，然后说ambergris的用途有 for medicine， spice，用来制作perfume 什么的等等（有题，matching）然后说但是人们不知道它是从哪里来的，再就是说在古代it worth in weight in gold，当然是贵了。

第二段说以前人们一直把ambergris和amber当作一种东西。

但是有个叫Dick的作者写了一本书讲了这两个东西的区别（有题，matching）说ambergris 通常发现在海面或者shore，但是仍然不知道是从哪里来的。

Amber是一种什么东西，与松树pine有关，然后说了amber的一些特性 hard，transparent，等等，用来做装饰品，头饰什么的，同样 very costly。

（有题，matching）第三段说ambergris是与sperm whale的intestine肠子里的消化digest 某种东西有关。

以为intestine会有题，结果没有，提到了马可波罗，好像与这个发现有关（没题，当笑话好了）第四段就是具体describe ambergris的产生过程了。

（summary 题）大意是，sperm whale吃一种东西叫beaks of squalid，肠子就有助消化，但是不能完全消化，就转化成了另一种东西，应该是体内的垃圾。

这种垃圾是soft的，会被sperm whale 呕吐出来 be vomited up。

然后这种东西遇到空气就会变硬 harden，于是就形成了ambergris了，也解释了为什么ambergris总在海面和shore被发现。

剑4Test 11~14: F, F ,T, T ,F ,NG, T, NG, M E G P L B15~26: taste buds, baleen, forward/downward, freshwater dolphin, water, lower frequencies, bowhead/humpback, touch, freshwater dolphin, airborne flying fish, clear water, acoustic sense.27~40: C C A E C A, pairs, shapes, sighted, sighted,deep, blind, similar,BTest 21~13: isolation, globalization, cultural identity, traditional skill, E B D C B, NO YES NG YES.14~26: C B, YES NO YES YES YES NG NO YES, emotional, headache, general ill health. 27~40: H F A H I B, ACF, B G E D A.Test 31~13: ADCC, Sudan/India, bicycles, Shoe Shine, life skills, NO NG NO YES, A14~26: iii, i, iv, vi, plates, magma, ring of fire, 600, water, lava, India, explodes, gases27~40: DECDF, linguist, foreign languages, quality, non-verbal behaviour, camera, frequency of usage, particular linguistic feature, size, intuituionsTest 41~13: T ，NG，F，F，NG，T, genetics, power, injuries, training, ADB14~27: Y，NG，N，Y，NG，N, DE, CD, oral histories, humanistic study/ historical discipline, scientist28~40: iv, i, iii, v, BBAB, NO YES YES NG NG.剑5Test1P1（Johnson’s Dictionary）1-3 D，E，G4 clerks / copying clerks5 library6 stability7 pension8-13 T，F，NG，F，F，T，P2（Nature or Nurture）14-22 F，A，B，D，I，C，B，D，C，23-26 NG，T，F，F，P3（The Truth about the Environment）27-32 Y，NG，N，NG，Y，NO33-40 C，D，C，B，B，E，D，I，Test2P1（BAKELITE）1 candlewax2 synthetic3 chemistry4 Novalak5 fillers6 hexa7 raw8 pressure9-10 B C11-13 T，F，F，P2（What’s so funny?）14-20 F，NG，T，F，T，NG，T21 problem solving22 temporal lobes23 evaluation information24-27 C， A，F，DP3（The Birth of Scientific English）28 Latin29 doctors30 technical vocabulary31 grammatical resources32 Royal Society 33 German34 industrial revolution35-37 NG，F，T38 popular39 Principia / the Principia / Newton's Principia / mathematical treaties 40 local/ more local / local audienceTest3P1（Early Childhood Education）1-10 D，B，C，E，B，D，A，B，D，C11-13 T，F，NGP2（Disappearing Delta）14-17 iv， i，v，viii18-23 Y，NG，NO，Y， NG，Y24-26F，A，B，P3（The return of Artificial Intelligent）27-31 E，B，A， F，B32-37 NG，F，NG，T，F，T，38-40 B，A， DTest4P1（The Impact of Wilderness Tourism）1-3 iii，v，ii4-9 Y， Y，N，Y，N，NG10 cheese11 tourism / tourist / tour12 pottery13 jewellery / jewelryP2（Flawed Beauty :the problem with toughened glass）14-23 G，A，H，C，F，I，C，K，E，L24-26 T，NG，F，P3（The effects of light on plant and animal species）27-33 T，T，NG，F，F，T，F34 temperatures35 day-neutral / day- neutral plants36 food / food resources / adequate food / adequate food resources37 insects / fertilization by insects38 rainfall / suitable rainfall39 sugarcane40 classification剑6Test 11-7 BCBFDAE 8-11 ABAC 12 Competition model 13 2%14-17 IFED 18-22 T; F; NG; T; NG23-26 G B C A27-32 i; vi; iii; vii; iv; ii33 farming; 34 fish 35 sea mammals 36 Thule 37 islands 38 nomadic 39 nature 40 ImportedTest 21-5 ii vii iv I iii 6-10 F T NG F T 11-13 FDC14-22 BIFMJNKGA 23-26 GEHC27-31 BEACG 32-40 T F T F NG T F T NGTest 31-5 A; I; J; E; G; 6-13 YES; NOT GIVEN; NOT GIVEN; NO; B; C; D; D;14-18 VII; III; II; IV; I; 19-27 NO; NOT GIVEN; NO; YES; NOT GIVEN; YES; B; C; A; 28-40 NO; YES; YES; NOT GIVEN; YES; A B; C; A ; B;glucose; free radicals; preservation;Test 41-13 v; vi; iii; ix; i; vii; x; NO; YES; NO; YES; NOT GIEN; YES;14-24 B; F; C; J; F; NOT GIVEN; NO; YES; YES; NO; NOT GIVEN; 25&26 (IN EITHER ORDER) C E26-40 iv; vi; v; vii; B; D; D; A; policy; (explicit) guidelines; (school) curriculum; victims; playful fighting; D剑7Test 11-5 BAAED 6 PHANTOM 7 echoes/obstacles 8 depth 9 submarines 10 natural selection 11 radio waves/echoes 12 mathematical theories 13 zoologist14-20 xi;vii;v;i;ix; ii; x21-26 N;Y;NG;N;Y;NG27-30DABC31-36 F;F;T;NG;NG;T37-40 FHKGTest 21-4 Y;N;NG;Y 5-17 BABCA CDCC EBCB 18-21 U;NG;N;Y 22 food bills/costs 23 (modern) intensive farming 24 organic farming 25 Greener Food Standard 26 farmers (and) consumers27-30 ii;v;x;i31-40 N;Y;N;Y;NG;D;I;G;E;BTEST 31-13 F;T;NG;T;F;NG; C;M;F;D;N;O;E14-26 iv;vii;x;i;vi;ii; EDCBAAA27-40 NG; F;T; F; F; F; T; J A E B G D BTEST 41-8 T;F;NG;T;F;NG;T 8 (wooden) pulleys 9 stone 10 (accompalished) sailors 11 (modern) glider 12 flight 13 messages。

篇一：雅思4阅读答案篇二：雅思4阅读答案暂无评价|0人阅读|0次下载|雅思剑桥系列之剑四阅读答案 summary 这本书出的特别好，希望大家回去好好钻研下看完说谢谢谢谢 test1 p1 ngmegpjb p2 taste buds baleen forward downward freshwater dolphins water the lower frequencies bowhead humperback sense of touch the freshwater dolphins airborne flying fish clear open waters acoustic sence p3 ccaeca pairs shapes sighted sighted deep blind similar test2p1 isolation economic globalization cultural identity traditional skill ebdcb p2cb emotional/emotionalproblems headache/headches general ill health p3 hfahjb acf(任意) bgeda test3 p1 adcc sudan india bycycles shoe shine/ shoe shine collection life skills thetectonic plates magma ring of fire for 600 years water/the water/ocean/the ocean lava/magma/molten rock westen india explodes gases p3 decdf (the)linguist(acts) foreign languages the poor quality non-verbal behaviour/acial expression camera frequency of usage particular linguistic feature size intuitions test4 p1 geneticspower injuries training adb p2 decd oral histories humanistic study historical discipline scientist p3 ngng 雅思剑桥系列之剑四阅读答案阅读,系列,雅思,剑桥雅思,剑4剑,4阅读,雅思剑桥4,阅读答案,雅思阅读,剑桥系列篇四：雅思4阅读答案answer key listening test 1 1. shopping / variety of shopping 2. guided tours 3. more than 12 / over 12 4. notice board 5. 13th february 6. tower of london 7. bristol 8. american museum 9. student newspaper 10. yentob 11. coal, firewood 12. local craftsmen 13. 160 14. woodside 15. ticket office 16. gift shop 17. (main) workshop 18. showroom 19. cafe 20. cottages 21. a 22. c 23. e 24. b 25. g 26. f 27. c 28. d 29. a 30. b 31. cities / environment 32. windy 33. humid 34. shady / shaded 35. dangerous 36. ... answer key listening test 1 1. shopping / variety of shopping 2. guided tours 3. more than 12 / over 12 4. notice board 5. 13th february 6. tower of london 7. bristol 8. american museum 9. student newspaper 10. yentob 11. coal, firewood 12. local craftsmen 13. 160 14. woodside 15. ticket office 16. gift shop 17. (main) workshop 18. showroom 19. cafe 20. cottages 21. a 22. c 23. e 24. b 25. g 26. f 27. c 28. d 29. a 30. b 31. cities / environment 32. windy 33. humid 34. shady / shaded 35. dangerous 36. leaves 37. ground 38. considerably reduce / decrease / filter 39. low 40. space / room ielts 4 test 2 1. c 2. c 3. b 4. b 5. a 6. cathedral 7. markets 8. gardens 9. art gallery 10. climb the tower / see the view 11. c 12. b 13. a 14. c 15. b 16. c 17. a 18. b 19. b 20. a 21. collecting data / gathering data / data collection 22. 1,500 23. 5 24. 3,000 – 4,000 25. b 26. c 27. mehta 28. survey / research 29. london university / london university press 30. 1988 31. c 32. a 33. mass media / media 34. academic circles / academics / researchers 35. specialist knowledge / specialized knowledge 36. unaware 37. individual customers / individual consumers / individuals 38. illegal profit / illegal profits 39. d 40. e test 3 1. 1-1/2 years 2. forest / forrest 3. academic 4. thursday 5. b 6. b 7. a 8. deposit 9. monthly 10. telephone / phone 11. c 12. a 13. c 14. b 15. lighting / lights / light 16. adult / adults 17. (at/the) studio theatre / studio theater 18. the whole family / all the family / families 19. (in) city gardens / the city gardens / outdoors 20. young children /younger children / children 21. a 22. b 23. c 24. a 25. b 26. a 27. c 28. b 29. b 30. b 31. questionnaire 32. approximately 2,000 / about 2,000 33. education 34. halls of residence / living quarters 35. traffic, parking 36. lecture rooms / lecture halls / lecture theatres / lecture theaters 37. (choice of / room for) facilities 38. d, f 39. b 40. a, c test 4 1. college dining room 2. office staff 3. students 4. 10th december 5. coffee break / coffee breaks 6. 6 7. set of dictionaries / dictionaries / a good dictionary 8. tapes 9. photos / photographs 10. speech 11. b 12. a 13. a 14. a 15. b 16. 180 17. nearest station 18. local history 19. 690 20. walking club / local walking club 21. 20 balloons 22. units of measurement / measurements / measurement units 23. rock salt / salt 24. crystals 25. string / pieces of string 26. (ordinary/white) light 27. h 28. b 29. e 30. c 31. 795 32. tail 33. floor / bed / bottom 34. sense of smell 35. a 36. a 37. b 38. b 39. b 40. e test 1 academic reading reading passage 1, questions 1-14 1：f 2：f 3：ng 4：t 5：f 6：ng 7：t 8：ng 9 ：m 10：e 11：g 12：p 13：j 14：b reading passage 2, questions 15-26 15：taste buds, 16：baleen, 17：forward, downward, 18：fresh water dolphins, 19：water, 20：the lower frequencies, 21：bowhead, humpback 22：sense of touch 23：freshwater dolphins 24：airborne flying fish 25：clear open water 26：sense of hearing answer key reading passage 3, questions 27-40 27：b 28：c 29：a 30：e 31：c 32：d 33：pairs 34：words 35：sighted 36：sighted(用两次) 37：deep 38：blind 39：similar 40：b answer key test 2 answer key test 3 acdemic reading answer key test 4篇五：雅思4阅读答案摘要：剑桥雅思4阅读译文含解析答案。

【雅思真题】剑7Test4阅读Passage3真题及解析READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.EFFECTS OF NOISEIn general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially ‘too quiet', an experience that suggests that humans are capable of adapting to a wide range of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects.But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task. For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957). Similarly, noise did not affect a subject's ability to track a moving line with a steering wheel, but it did interfere with the subject's ability to repeat numbers while tracking (Finkelman and Glass, 1970).Probably the most significant finding from research on noise is that its predictability is more important than how loud it is. We are much more able to ‘tune out' chronic background noise, even if it is quite loud, than to work under circumstances with unexpected intrusions of noise. In the Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the bursts occurred at random intervals (unpredictable noise). Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment. But the different noise conditions had quite different after-effects when the subjects were required to proofreadwritten material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise.Table 1: Proofreading Errors and NoiseApparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance.Predictability is not the only variable that reduces or eliminates the negative effects of noise. Another is control. If the individual knows that he or she can control the noise, this seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and Singer, 1972). Just the knowledge that one has control is sufficient.The studies discussed so far exposed people to noise for only short periods and only transient effects were studied. But the major worry about noisy environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a realistic one, compared elementary school pupils who attended schools near Los Angeles's busiest airport with students who attended schools in quiet neighbourhoods (Cohen et al., 1980). It was found that children from the noisy schools had higher blood pressure and were more easily distracted than those who attended the quiet schools. Moreover, there was no evidence of adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more distractible they became. The effects also seem to be long lasting. A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class.Questions 27-29Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-29 on your answer sheet.27 The writer suggests that people may have difficulty sleeping in the mountains becauseA humans do not prefer peace and quiet to noise.B they may be exposed to short bursts of very strange sounds.C humans prefer to hear a certain amount of noise while they sleep.D they may have adapted to a higher noise level in the city.28 In noise experiments, Glass and Singer found thatA problem-solving is much easier under quiet conditions.B physiological arousal prevents the ability to work.C bursts of noise do not seriously disrupt problem-solving in the long term.D the physiological arousal of control subjects declined quickly.29 Researchers discovered that high noise levels are not likely to interfere with theA successful performance of a single task.B tasks of pilots or air traffic controllers.C ability to repeat numbers while tracking moving lines.D ability to monitor three dials at once.Questions 30-34Complete the summary using the list of words and phrases, A-J, below.Write the correct letter, A-J, in boxes 30-34 on your answer sheet.NB You may use any letter more than once.Glass and Singer (1972) showed that situations in which there is intense noise have less effect on performance than circumstances in which 30 ………… noise occurs. Subjects were divided into groups to perform a task. Some heard loud bursts of noise, others soft. For some subjects, the noise was predictable, while for others its occurrence was random. All groups were exposed to 31 ………… noise. The predictable noise group32 ………… the unpredictable noise group on this task.In the second part of the experiment, the four groups were given a proofreading task to complete under conditions of no noise. They were required to check written material for errors. The group which had been exposed to unpredictable noise 33 ………… the group which had been exposed to predictable noise. The group which had been exposed to loud predictable noise performed better than those who had heard soft, unpredictablebursts. The results suggest that 34 ………… noise produces fatigue but that this manifests itself later.A no control overB unexpectedC intenseD the same amount ofE performed better thanF performed at about the same level asG noH showed more irritation thanI made more mistakes thanJ different types ofQuestions 35-40Look at the following statements (Questions 35-40) and the list of researchers below. Match each statement with the correct researcher(s),A-E.Write the correct letter, 4-E, in boxes 35-40 on your answer sheet.NB You may use any letter more than once.35 Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks.36 Long-term exposure to noise can produce changes in behaviour which can still be observed a year later.37 The problems associated with exposure to noise do not arise if the subject knows they can make it stop.38 Exposure to high-pitched noise results in more errors than exposure to low-pitched noise.39 Subjects find it difficult to perform three tasks at the same time when exposed to noise.40 Noise affects a subject's capacity to repeat numbers while carrying out another task. List of ResearchersA Glass and SingerB BroadbentC Finkelman and GlassD Cohen et al.E None of the aboveREADING PASSAGE 3 真题解析篇章结构体裁：说明文主题：噪声影响结构第一段：人对噪音有自我调节能力。