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九年级英语全册 Unit 1 How can we become good learners？单元综合评价检测（新版）人教新目标版(45分钟100分)第Ⅰ卷(共50分)Ⅰ. 听力(10分)(Ⅰ)录音中有五个句子, 听一遍后, 选择最佳答语。
(5分)1. A. It’s too hard. B. It’s easy.C. By listening to tapes.2. A. Yes, I have. B. Yes, I do.C. Yes, I can.3. A. No, we don’t. B. Good idea.C. Yes, please.4. A. Me too.B. You’re welcome.C. It doesn’t matter.5. A. For three years. B. Twice a year.C. Three years ago.【听力材料】1. How do you improve your listening skills?2. Do you often watch English-language videos?3. Let’s join an English club to practice spoken English.4. Sorry, I don’t know how to pronounce the word.5. How long have you been learning English?答案: 1～5. CBBCA(Ⅱ)录音中有一篇短文, 听两遍后, 选择最佳答案。
(5分)6. The writer thinks that the most important thing for you to learn a language is .A. readingB. practicingC. listening7. What should you do in learning English?A. Try to make some mistakes.B. Avoid making any mistakes.C. Use it as often as possible.8. If people laugh at the mistakes you make, you should .A. be angry with themB. believe you are rightC. not care9. When you make a mistake, you should .A. never make any mistakes againB. tell others not to make the same mistakeC. keep your sense of humor10. The text t ells us, “. ”A. It is normal(正常的)that we make some mistakes in learning EnglishB. We can avoid making mistakes in learning a languageC. Laughing can help one learn English well【听力材料】The best way of learning a language is using it. The best way of learning English is speaking English as much as possible. Sometimes you’ll get your words mixed up and people will not understand you. Sometimes people will speak too quickly and you can’t understand them. But if you keep your sense of humor, you can always have a good laugh at the mistakes you make. Don’t be unhappy if people seem to be laughing at your mistakes. It’s better for people to laugh at your mistakes than to be angry with you, because they don’t understand what you are saying. The most important thing for learning English is, “Don’t be afraid of making mistakes because everyone makes mistakes. ”答案: 6～10. BCCCAⅡ. 单项选择(20分)1. These kids practice spoken English joining the English club.A. byB. inC. onD. with【解析】选A。
Unit6CAREER DEVELOPMENTCONTENTSPART I WARMING UP (2)PART II LISTENING AND SPEAKING (3)PART III READING (9)Words&expressions (10)Word Study (12)Text Analysis (14)Beyond the text (16)PART IV GRAMMAR FOCUS (20)PART V WRITING (21)PART VI VIEWING (24)PART VII THE PRIDE OF CHINA (28)PART I WARMING UPTask教学目标：旨在引导学生通过练习了解数字化时代一些流行的新兴工作。
时间分配：10分钟教学步骤：1.教师引导学生讨论数字化时代一些流行的新兴工作的特点；2.学生了解任务，并完成小测练习；3.启发学生讨论什么样的工作有前途。
Answers1A2C3B4DOpen-ended.PART II LISTENING AND SPEAKING Task1教学目标：旨在训练和提高学生的听力理解和信息速记的能力。
时间分配：10分钟教学步骤：1.学生了解练习的具体要求，迅速浏览练习内容；2.教师针对听力材料中的生词和难词进行讲解；3.放第一遍录音，学生边听边做笔记；4.放第二遍录音，学生答题；5.检查和点评学生答题情况。
Script and answersA:Nigel,can you briefly explain what career development is?B:Yes.It is about setting career goals and acquiring the skills to achieve those goals. A:Gina,why is career development planning important to us?B:If we planned ahead,we could outline a long-term vision for our career.A:Why do employers need to help their employees with their career development? B:It can help employers hire talents and retain valued employees.A:Peter,what actions should we take to develop a successful career?B:We need to uncover our blind spots and strengthen our skills.A:How can we resolve our blind spots?B:Besides learning and adjusting,we also need to seek feedback from our boss and peers.Task2教学目标：旨在训练学生捕捉信息、速记要点的能力，并通过角色扮演练习口头表达。
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剑桥雅思阅读9原文(test1)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.William Henry PerkinThe man who invented synthetic dyesWilliam Henry Perkin was born on March 12, 1838, in London, England. As a boy, Perkin’s curiosity prompted early intere sts in the arts, sciences, photography, and engineering. But it was a chance stumbling upon a run-down, yet functional, laboratory in his late grandfather’s home that solidified the young man’s enthusiasm for chemistry.As a student at the City of London School, Perkin became immersed in the study of chemistry. His talent and devotion to the subject were perceived by his teacher, Thomas Hall, who encouraged him to attend a series of lectures given by the eminent scientist Michael Faraday at the Royal Institution. Those speeches fired the young chemist’s enthusiasm further, and he later went on to attend the Royal College of Chemistry, which he succeeded in entering in 1853, at the age of 15.At the time of Perkin’s enrolment, the Royal College of Chemistry was headed by the noted German chemist August Wilhelm Hofmann. Perkin’s scientific gifts soon caught Hofmann’s attention and, within two years, he becameHofmann’s youngest assistant. Not long after that, Perkin made the scientific breakthrough that would bring him both fame and fortune.At the time, quinine was the only viable medical treatment for malaria. The drug is derived from the bark of the cinchona tree, native to South America, and by 1856 demand for the drug was surpassing the available supply. Thus, when Hofmann made some passing comments about the desirability of a synthetic substitute for quinine, it was unsurprising that his star pupil was moved to take up the challenge.During his vacation in 1856, Perkin spent his time in the laboratory on th e top floor of his family’s house. He was attempting to manufacture quinine from aniline, an inexpensive and readily available coal tar waste product. Despite his best efforts, however, he did not end up with quinine. Instead, he produced a mysterious dark sludge. Luckily, Perkin’s scientific training and nature prompted him to investigate the substance further. Incorporating potassium dichromate and alcohol into the aniline at various stages of the experimental process, he finally produced a deep purple solution. And, proving the truth of the famous scientist Louis Pasteur’s words ‘chance favours only the prepared mind’, Perkin saw the potential of his unexpected find.Historically, textile dyes were made from such natural sources as plants and animal excretions. Some of these, such as the glandular mucus of snails, were difficult to obtain and outrageously expensive. Indeed, the purple colour extracted from a snail was once so costly in society at the time only the rich could afford it. Further, natural dyes tended to be muddy in hue and fade quickly. It was against this backdrop that Perkin’sdiscovery was made.Perkin quickly grasped that his purple solution could be used to colour fabric, thus making it the world’s first synthetic dye. Realising the importance of this breakthrough, he lost no time in patenting it. But perhaps the most fascinating of all Perkin’s reactions to his find was his nearly instant recognition that the new dye had commercial possibilities.Perkin originally named his dye Tyrian Purple, but it later became commonly known as mauve (from the French for the plant used to make the colour violet). He asked advice of Scottish dye works owner Robert Pullar, who assured him that manufacturing the dye would be well worth it if the colour remained fast (i.e. would not fade) and the cost was relatively low. So, over the fierce objections of his mentor Hofmann, he left college to give birth to the modern chemical industry.With the help of his father and brother, Perkin set up a factory not far from London. Utilising the cheap and plentiful coal tar that was an almost unlimited byproduct of London’s gas street lighting, the dye works began producing the world’s first synthetically dyed material in 1857. The company received a commercial boost from the Empress Eugenie of France, when she decided the new colour flattered her. Very soon, mauve was the necessary shade for all the fashionable ladies in that country. Not to be outdone, England’s Queen Victoria also appeared in public wearing a mauve gown, thus making it all the rage in England as well. The dye was bold and fast, and the public clamoured for more. Perkin went back to the drawing board.Although Perkin’s fame was achieved and fortune assured by his first discovery, the chemist continued his research. Among other dyes he developed and introduced were aniline red (1859)and aniline black (1863) and, in the late 1860s, Perkin’s green. It is important to note that Perkin’s synthetic dye discoveries had outcomes far beyond the merely decorative. The dyes also became vital to medical research in many ways. For instance, they were used to stain previously invisible microbes and bacteria, allowing researchers to identify such bacilli as tuberculosis, cholera, and anthrax. Artificial dyes continue to play a crucial role today. And, in what would have been particularly pleasing to Perkin, their current use is in the search for a vaccine against malaria.Questions 1-7Do the following statements agree with the information given in Reading Passage 1?In boxes 1-7 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 Michael Faraday was the first person to recognise Perkin’s ability as a student of chemistry.2 Michael Faraday suggested Perkin should enrol in the Royal College of Chemistry.3 Perkin employed August Wilhelm Hofmann as his assistant.4 Perkin was still young when he made the discovery that made him rich and famous.5 The trees from which quinine is derived grow only in South America.6 Perkin hoped to manufacture a drug from a coal tar waste product.7 Perkin was inspired by the discoveries of the famous scientist Louis Pasteur.Questions 8-13Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 8-13 on your answer sheet.8 Before Perkin’s discovery, with what group in society was the colour purple associated?9 What potential did Perkin immediately understand that his new dye had?10 What was the name finally used to refer to the first colour Perkin invented?11 What was the name of the person Perkin consulted before setting up his own dye works?12 In what country did Perkin’s newly invented colour first become fashionable?13 According to the passage, which disease is now being targeted by researchers using synthetic dyes?READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.Questions 14-17Reading Passage 2 has five paragraphs, A-E.Choose the correct heading for paragraphs B-E from the list of headings below.Write the correct number, i-vii, in boxes 14-17 on your answer sheet.List of Headingsi Seeking the transmission of radio signals from planetsii Appropriate responses to signals from other civilisations iii Vast distances to Earth’s closest neighboursiv Assumptions underlying the search for extra-terrestrial intelligencev Reasons for the search for extra-terrestrial intelligencevi Knowledge of extra-terrestrial life formsvii Likelihood of life on other planetsExample AnswerParagraph A v14 Paragraph B15 Paragraph C16 Paragraph D17 Paragraph EIS THERE ANYBODY OUT THERE?The Search for Extra-terrestrial IntelligenceThe question of whether we are alone in the Universe has haunted humanity for centuries, but we may now stand poised on the brink of the answer to that question, as we search for radio signals from other intelligent civilisations. This search, often known by the acronym SETI (search for extra-terrestrial intelligence), is a difficult one. Although groups around the world have been searching intermittently for three decades, it is only now that we have reached the level of technology where we can make a determined attempt to search all nearby stars for any sign of life.AThe primary reason for the search is basic curiosity hethe same curiosity about the natural world that drives all pure science. We want to know whether we are alone in the Universe. We want to know whether life evolves naturally if given the right conditions, or whether there is something very special about the Earth to have fostered the variety of life forms that, we seearound us on the planet. The simple detection of a radio signal will be sufficient to answer this most basic of all questions. In this sense, SETI is another cog in the machinery of pure science which is continually pushing out the horizon of our knowledge. However, there are other reasons for being interested in whether life exists elsewhere. For example, we have had civilisation on Earth for perhaps only a few thousand years, and the threats of nuclear war and pollution over the last few decades have told us that our survival may be tenuous. Will we last another two thousand years or will we wipe ourselves out? Since the lifetime of a planet like ours is several billion years, we can expect that, if other civilisations do survive in our galaxy, their ages will range from zero to several billion years. Thus any other civilisation that we hear from is likely to be far older, on average, than ourselves. The mere existence of such a civilisation will tell us that long-term survival is possible, and gives us some cause for optimism. It is even possible that the older civilisation may pass on the benefits of their experience in dealing with threats to survival such as nuclear war and global pollution, and other threats that we haven’t yet discovered.BIn discussing whether we are alone, most SETI scientists adopt two ground rules. First, UFOs (Unidentified Flying Objects) are generally ignored since most scientists don’t consider the evidence for them to be strong enough to bear serious consideration (although it is also important to keep an open mind in case any really convincing evidence emerges in the future). Second, we make a very conservative assumption that we are looking for a life form that is pretty well like us, since if it differs radically from us we may well not recognise it as a life form,quite apart from whether we are able to communicate with it. In other words, the life form we are looking for may well have two green heads and seven fingers, but it will nevertheless resemble us in that it should communicate with its fellows, be interested in the Universe, live on a planet orbiting a star like our Sun, and perhaps most restrictively, have a chemistry, like us, based on carbon and water.CEven when we make these assumptions, our understanding of other life forms is still severely limited. We do not even know, for example, how many stars have planets, and we certainly do not know how likely it is that life will arise naturally, given the right conditions. However, when we look at the 100 billion stars in our galaxy (the Milky Way), and 100 billion galaxies in the observable Universe, it seems inconceivable that at least one of these planets does not have a life form on it; in fact, the best educated guess we can make, using the little that we do know about the conditions for carbon-based life, leads us to estimate that perhaps one in 100,000 stars might have a life-bearing planet orbiting it. That means that our nearest neighbours are perhaps 100 light years away, which is almost next door in astronomical terms.DAn alien civilistation could choose many different ways of sending information across the galaxy, but many of these either require too much energy, or else are severely attenuated while traversing the vast distances across the galaxy. It turns out that, for a given amount of transmitted power, radio waves in the frequency range 1000 to 3000 MHz travel the greatest distance, and so all searches to date have concentrated on looking forradio waves in this frequency range. So far there have been a number of searches by various groups around the world, including Australian searches using the radio telescope at Parkes, New South Wales. Until now there have not been any detections from the few hundred stars which have been searched. The scale of the searches has been increased dramatically since 1992, when the US Congress voted NASA $10 million per year for ten years to conduct, a thorough search for extra-terrestrial life. Much of the money in this project is being spent on developing the special hardware needed to search many frequencies at once. The project has two parts. One part is a targeted search using the world’s largest radio telescopes, the American-operated telescope in Arecibo, Puerto Rico and the French telescope in Nancy in France. This part of the project is searching the nearest 1000 likely stars with high sensitivity for signals in the frequency rang 1000 to 3000 MHz. The other part of the project is an undirected search which is monitoring all of space with a lower sensitivity, using the smaller antennas of NASA’s Deep Space Network.EThere is considerable debate over how we should react if we detect a signal from an alien civilisation. Everybody agrees that we should not reply immediately. Quite apart from the impracticality of sending a reply over such large distances at short notice, it raises a host of ethical questions that would have to be addressed by the global community before any reply could be sent. Would the human race face the culture shock if faced with a superior and much older civilisation? Luckily, there is no urgency about this. The stars being searched are hundreds of light years away, so it takes hundreds of years for their signal toreach us, and a further few hundred years for our reply to reach them. It’s not important, then, if there’s a delay of a few years, or decades, while the human race debates the question of whether to reply, and perhaps carefully drafts a reply.Questions 18-20Answer the questions below.Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 18-20 on your answer sheet.18 What is the life expectancy of Earth?19 What kind of signals from other intelligent civilisations are SETI scientists searching for?20 How many stars are the world’s most powerful radio telescopes searching?Questions 21-26Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 21-26 on your answer sheet, writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this21 Alien civilisations may be able to help the human race to overcome serious problems.22 SETI scientists are trying to find a life form that resembles humans in many ways.23 The Americans and Australians have co-operated on joint research projects.24 So far SETI scientists have picked up radio signals from several stars.25 The NASA project attracted criticism from some members of Congress.26 If a signal from outer space is received, it will be important to respond promptly.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.The history of the tortoiseIf you go back far enough, everything lived in the sea. At various points in evolutionary history, enterprising individuals within many different animal groups moved out onto the land, sometimes even to the most parched deserts, taking their own private seawater with them in blood and cellular fluids. In addition to the reptiles, birds, mammals and insects which we see all around us, other groups that have succeeded out of water include scorpions, snails, crustaceans such as woodlice and land crabs, millipedes and centipedes, spiders and various worms. And we mustn’t forget the pla nts, without whose prior invasion of the land none of the other migrations could have happened.Moving from water to land involved a major redesign of every aspect of life, including breathing and reproduction. Nevertheless, a good number of thorough going land animals later turned around, abandoned their hard-earned terrestrial re-tooling, and returned to the water again. Seals have only gone part way back. They show us what the intermediates might have been like, on the way to extreme cases such as whales and dugongs. Whales (including the small whales we call dolphins) and dugongs, with their close cousins the manatees, ceased to be land creatures altogether and reverted to the full marine habits of their remote ancestors. They don’t even come ashoreto breed. They do, however, still breathe air, having never developed anything equivalent to the gills of their earlier marine incarnation. Turtles went back to the sea a very long time ago and, like all vertebrate returnees to the water, they breathe air. However, they are, in one respect, less fully given back to the water than whales or dugongs, for turtles still lay their eggs on beaches.There is evidence that all modern turtles are descended from a terrestrial ancestor which lived before most of the dinosaurs. There are two key fossils called Proganochelys quenstedti and Plaeochersis talampayensis dating from early dinosaur times, which appear to be close to the ancestry of all modern turtles and tortoises. You might wonder how we can tell whether fossil animals lived on land or in water, especially if only fragments are found. Sometimes it’s obvious. Ichthyosaurs were reptilian contemporaries of the dinosaurs, with fins and streamlined bodies. The fossils look like dolphins and they surely lived like dolphins, in the water. With turtles it is a little less obvious. One way to tell is by measuring the bones of their forelimbs.Walter Joyce and Jacques Gauthier, at Yale University, obtained three measurements in these particular bones of 71 species of living turtles and tortoises. They used a kind of triangular graph paper to plot the three measurements against one another. All the land tortoise species formed a tight cluster of points in the upper part of the triangle; all the water turtles cluster in the lower part of the triangular graph. There was no overlap, except when they added some species that spend time both in water and on land. Sure enough, these amphibious species show up on the triangular graph approximately half way between the ‘wet cluster’ of sea turtles and the ‘dry cluster’of land tortoises. The next step was to determine where the fossils fell. The bones of P. quenstedti and P. talampayensis leave us in no doubt. Their points on the graph are right in the thick of the dry cluster. Both these fossils were dry-land tortoises. They come from the era before our turtles returned to the water.You might think, therefore, that modern land tortoises have probably stayed on land ever since those early terrestrial times, as most mammals did after a few of them went back to the sea. But apparently not. If you draw out the family three of all modern turtles and tortoises, nearly all the branches are aquatic. Today’s land tortoises constitute a single branch, deeply nested among branches consisting of aquatic turtles. This suggests that modern land tortoises have not stayed on land continuously since the time of P. quenstedti and P. talampayensis. Rather, their ancestors were among those who went back to the water, and they then reemerged back onto the land in (relatively) more recent times.Tortoises therefore represent a remarkable double return. In common with all mammals, reptiles and birds, their remote ancestors were marine fish and before that various more or less worm-like creatures stretching back, still in the sea, to the primeval bacteria. Later ancestors lived on land and stayed there for a very large number of generations. Later ancestors still evolved back into the water and became sea turtles. And finally they returned yet again to the land as tortoises, some of which now live in the driest of deserts.Questions 27-30Answer the questions below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 27-30 on your answer sheet.27 What had to transfer from sea to land before any animals could migrate?28 Which TWO processes are mentioned as those in which animals had to make big changes as they moved onto lands?29 Which physical feature, possessed by their ancestors, do whales lack?30 which animals might ichthyosaurs have resembled?Questions 31-33Do the following statements agree with the information given in Reading Passage 3?In boxes 31-33 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 this31 Turtles were among the first group of animals to migrate back to the sea.32 It is always difficult to determine where an animal lived when its fossilised remains are incomplete.33 The habitat of ichthyosaurs can be determined by the appearance of their fossilised remains.Questions 34-39Complete the flow-chart below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 34-39 on your answer sheet.Method of determining where the ancestors of turtles and tortoises come fromStep 171 species of living turtles and tortoises were examined anda total of 34 ……………………. were taken from the bones of theirforelimbs.Step 2The data was recorded on a 35 ……………….. (necessary for comparing the information).Outcome: Land tortoises were represented by a dense 36 …………………………… of points towards the top.Sea turtles were grouped together in the bottom part.Step 3The same data was collected from some living 37 ………………. species and added to the other results.Outcome: The points for these species turned out to be positioned about 38 ……………… up the triangle between the land tortoises and the sea turtles.Step 4Bones of P. quenstedti and P. talampayensis were examined in a similar way and the results added.Outcome: The position of the points indicated that both these ancient creatures were 39…………..Question 40Choose the correct letter, A, B, C or D.Write the correct letter in box 40 on your answer sheet.According to the writer, the most significant thing about tortoises is thatA they are able to adapt to life in extremely dry environments.B their original life form was a kind of primeval bacteria.C they have so much in common with sea turtles.D they have made the transition from sea to land more than once.剑桥雅思阅读9原文参考译文(test1)PASSAGE 1参考译文：William Henry Perkin 合成染料的发明者Wiliam Henry Perkin于1838年3月12日出生于英国伦敦。
剑桥雅思真题解析阅读9(test3)雅思阅读部分一直都是中国考生比较重视的题目，并且也是很有难度的题目，针对于雅思阅读真题资料也是大家需要重点分析的。
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剑桥雅思阅读9原文(test3)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.Attitudes to languageIt is not easy to be systematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily over minor points of usage as over major policies of linguistic education.Language, moreover, is a very public behaviour, so it is easy for different usages to be noted and criticised. No part of society or social behaviour is exempt: linguistic factors influence how we judge personality, intelligence, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked.In its most general sense, prescriptivism is the view that one variety of language has an inherently higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference topronunciation. The variety which is favoured, in this account, is usually a version of the ‘standard’ written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write ‘correctly’; deviations fr om it are said to be ‘incorrect’.All the main languages have been studied prescriptively, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of settling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to ‘improve’ the la nguage. The authoritarian nature of the approach is best characterized by its reliance on ‘rules’ of grammar. Some usages are ‘prescribed’, to be learnt and followed accurately; others are ‘proscribed’, to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them.These attitudes are still with us, and they motivate a widespread concern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarized in the statement that it is the task of the grammarian to describe, not prescribe —to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change. In the second half of the 18th century, wealready find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of any language’. Linguistic issue, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modern linguistic approach to grammatical analysis.In our own time, the opposition between ‘descriptivists’ and ‘prescriptivists’ has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presented as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms —of radical liberalism vs elitist conservatism.Questions 1-8Do the following statements agree with the claims of the writer in Reading Passage 1?In boxes 1-8 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this1 There are understandable reasons why arguments occur about language.2 People feel more strongly about language education than about small differences in language usage.3 Our assessment of a person’s intelligence is affected by the way he or she uses language.4 Prescriptive grammar books cost a lot of money to buy inthe 18th century.5 Prescriptivism still exists today.6 According to descriptivists it is pointless to try to stop language change.7 Descriptivism only appeared after the 18th century.8 Both descriptivists and prescriptivists have been misrepresented.Questions 9-12Complete the summary using the list of words, A-I, below.Write the correct letter, A-I, in boxes 9-12 on your answer sheet.The language debateAccording to 9______, there is only one correct form of language. Linguists who take this approach to language place great importance on grammatical 10 ______.Conversely, the view of 11 ______, such as Joseph Priestly, is that grammar should be based on 12 ______.A descriptivistsB language expertsC popular speechD formal languageE evaluationF rulesG modern linguists H prescriptivists I changeQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in box 13 on your answer sheet.What is the writer’s purpose in Reading Passage 1?A. to argue in favour of a particular approach to writing dictionaries and grammar booksB. to present a historical account of differing views of languageC. to describe the differences between spoken and written languageD. to show how a certain view of language has been discreditedREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Tidal PowerUndersea turbines which produce electricity from the tides are set to become an important source of renewable energy for Britain. It is still too early to predict the extent of the impact they may have, but all the signs are that they will play a significant role in the futureA. Operating on the same principle as wind turbines, the power in sea turbines comes from tidal currents which turn blades similar to ships’ propellers, but, unlike wind, the tid es are predictable and the power input is constant. The technology raises the prospect of Britain becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide emissions. If tide, wind and wave power are all developed, Britain would be able to close gas, coal and nuclear power plants and export renewable power to other parts of Europe. Unlike wind power, which Britain originally developed and then abandoned for 20 years allowing the Dutch to make it a major industry, undersea turbines could become a big export earner to island nations such as Japan and New Zealand.B. Tidal sites have already been identified that will produce one sixth or more of the UK’s power —and at prices competitive with modern gas turbines and undercutting those of the already ailing nuclear industry. One site alone, the Pentland Firth, between Orkney and mainland Scotland, could produce 10% of the country’s electricity with banks of turbines under the sea,and another at Alderney in the Channel Islands three times the 1,200 megawatts of Britain’s largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites identified include the Bristol Channel and the west coast of Scotland, particularly the channel between Campbeltown and Northern Ireland.C. Work on designs for the new turbine blades and sites are well advanced at the University of Southampton’s sustainable energy research group. The first station is expected to be installed off Lynmouth in Devon shortly to test the technology in a venture jointly funded by the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: ‘The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the sea has been developed in the North Sea oil industry and much is already known about turbine blade design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years we will be installing commercial marine turbine farms.’ Southampton has been awarded ￡215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands or around heavily indented coasts where there are strong tidal currents.D. A marine turbine blade needs to be only one third of the size of wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind power, there are unlikelyto be environmental objections. Fish and other creatures are thought unlikely to be at risk from the relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades.E. Dr Bahaj has done most work on the Alderney site, where there are powerful currents. The single undersea turbine farm would produce far more power than needed for the Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel.F. One technical difficulty is cavitation, where low pressure behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj said: ‘We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not know how much of a problem it might be. We will have to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good.’Questions 14-17Reading Passage 2 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 14-17 on your answer sheet.NB You may use any letter more than once.14 the location of the first test site15 a way of bringing the power produced on one site backinto Britain16 a reference to a previous attempt by Britain to find an alternative source of energy17 mention of the possibility of applying technology from another industryQuestions 18-22Choose FIVE letters, A-J.Write the correct letters in boxes 18-22 on your answer sheet.Which FIVE of the following claims about tidal power are made by the writer?A It is a more reliable source of energy than wind power.B It would replace all other forms of energy in Britain.C Its introduction has come as a result of public pressure.D It would cut down on air pollution.E It could contribute to the closure of many existing power stations in Britain.F It could be a means of increasing national income.G It could face a lot of resistance from other fuel industries.H It could be sold more cheaply than any other type of fuel.I It could compensate for the shortage of inland sites for energy production.J It is best produced in the vicinity of coastlines with particular features.Questions 23-26Label the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 23-26 on your answer sheet.An Undersea TurbineREADING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.Information theory-the big ideaInformation theory lies at the heart of everything —from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our livesA. In April 2002 an event took place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in 1997, had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing temperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA experts realized that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change the failing parts. With the probe 12 billion kilometers from Earth, this was not an easy task. By means of a radio dish belonging to NASA’s Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover.B. It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techniques developed by American communications engineer Claude Shannon, who had died just ayear earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim. In the 1940s, he single-handedly created an entire science of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes — any area, in short, where data has to be conveyed rapidly yet accurately.C. This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether something is true or false —which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference —‘noise’ — intact.D. Noise usually means unwanted sounds which interfere with genuine information. Information theory generalses this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This ratedepends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given singal strength and noise leve. The trick, Shannon showed, is to find ways of packaging up —‘coding’ — information to cope with the ravages of noise, while staying within the information-carrying capacity —‘bandwidth’ — of the communication system being used.E. Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 — and stunningly clear pictures of the planets. Other codes have become part of everyday life — such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major breakthrough by discovering so-called turbo codes —which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution.F. Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous (‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meaning. As with error correction, however, there’s a limit beyond which messages become too ambiguous. Shannonshowed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.Questions 27-32Reading Passage 3 has six paragraphs, A-F.Which paragraph contains the following information?Write the correct letter, A-F, in boxes 27-32 on your answer sheet.27 an explanation of the factors affecting the transmission of information28 an example of how unnecessary information can be omitted29 a reference to Shannon’s attitude to fame30 details of a machine capable of interpreting incomplete information31 a detailed account of an incident involving information theory32 a reference to what Shannon initially intended to achieve in his researchQuestions 33-37Complete the notes below.Choose NO MORE THAN TWO WORDS form the passage for each answer.Write your answers in boxes 33-37 on your answer sheet.The Voyager 1 Space ProbeThe probe transmitted pictures of both 33______ and ______, then left the 34 ______.The freezing temperatures were found to have a negative effect on parts of the space probe.Scientists feared that both the 35 ______ and ______ wereabout to stop working.The only hope was to tell the probe to replace them with 36 ______ —but distance made communication with the probe difficult.A 37 ______ was used to transmit the message at the speed of light.The message was picked up by the probe and the switchover took place.Questions 38-40Do the following statements agree with the information given in Reading Passge 3?In boxes 38-40 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 this38 The concept of describing something as true or false was the starting point for Shannon in his attempts to send messages over distances.39 The amount of information that can be sent in a given time period is determined with reference to the signal strength and noise level.40 Products have now been developed which can convey more information than Shannon had anticipated as possible.剑桥雅思阅读9原文参考译文(test3)PASSAGE 1 参考译文：对语言的态度对于语言进行系统、客观的研究并不容易。
oxford reading tree 分级顺序
牛津阅读树共分16个级别，像爬树一样拾阶而上。
具体分级情况如下：
- 第一级到第九级，系列名称叫做Reading Tree，从英语入门到阅读精度，到达第九级的阅读水平的儿童，通常可以阅读同等水平的故事书、报章和诗歌等。
- 第十级到第十六级，系列名称为 TreeTops，此时孩子的水平达到树顶，接下来可以根据构建好的阅读计划，在此基础上阅读更多的书籍，扩大词汇量和知识面。
牛津阅读树的分级系统旨在逐步提高读者的阅读能力和理解水平，让孩子们在学习过程中像爬树一样拾级而上，循序渐进。
Unit 9 Technology 阅读课教学设计高红英一．教学设计说明：本节课阅读以“Life on the go(移动人生)”为中心，在阅读中注重学生猜测生词、归纳段意以及分析、梳理情节，把握具体细节等各项阅读能力的培养。
通过小组合作，分组探究等方式发现问题、商讨问题并解决问题。
在Fast-reading(快速阅读)和Careful reading(仔细阅读)掌握文章较详实内容后，深挖内涵并展开讨论。
从而将课堂所学与生活实际联系起来，激发学生积极探讨相关话题，勇于发表见解，提高英语的运用能力。
二．教学分析：1．教学内容分析阅读部分“Life on the go(移动人生)”内容难度适中，比较贴近生活实际。
以一位中学生王玫对手机的使用引入，继而谈到手机的各项新奇功能；接着就手机的使用利弊进行较详细的阐述，最后再与文章开头照应，由中学生之口强调手机的用途。
2．教学对象分析高一学生词汇量有限，阅读水平一般，但毕竟有一定的基础。
在合理启发、引导下，由浅入深，逐步展开各项任务，学生会适应并最终能较好的完成本节任务。
三．教学目标1．知识与技能目标（1）设计难度适度的阅读习题，通过略读、查读，培养学生的阅读猜词技巧，推断、归纳情节，准确把握细节等各项阅读能力。
（2）通过小组讨论、合作、分析等形式来引导学生主动探究，共享成果，从而培养学生的自主学习意识，团队协作精神。
2．过程与方法目标（1）导入时通过放映幻灯片，采取“瞬间记忆法”及“联想法”来启发、诱导学生发挥想象，整合信息，从而培养学生的敏捷思维能力与想象力。
（2）阅读问题精心设计，由浅入深，巧妙引领学生解开疑团，获取阅读信息。
（3）阅读后讨论，能够运用所学、所得积极参与、主动探究、集体合作、互助互学并展示自我，培养学生的创新精神和实践能力。
3．情感、态度与价值观（1）导入时运用较详尽图片资料交替展示，旨在激起学生的学习兴趣，培养学生的竞争与参与意识。
（2）在教学过程中不断鼓励、表扬学生的点滴进步，增强学习的自信心和意志力，体验用英语表达的喜悦感和成功感。
期末专项复习—完形填空完形填空一The teacher stood before his class and was going to hand out the final exam papers. “I know how 1 you have worked to prepare for this test,” he said. “And because I know you can do it well,I am willing to offer a B to those who 2 not to take the test.”Many students thanked the teacher and left. The teacher looked at the students left and said, “Does anyone else want to get a ‘B’？This is your last 3 .” Two more students decided to go.Only seven students were still in the classroom. The teacher then handed out the papers. There were only three sentences on the paper: Congratulations! You have just 4 an ‘A’ in this class. Keep believing in 5 .I never had a teacher like that, but I think it is a test that any teacher could give. Students who are not 6 in what they have learned are ‘B’ students at most.The same is 7 in our daily life. The ‘A’ students are those who believe in what they are doing because they have 8 both successes and failures. They have got life’s lessons, not only from normal education, but from events in their 9 , and have become 10 people. You see, one should always believe in himself.1. A. luckily B. terribly C. quietly D. hard2. A. dislike B. go C. prefer D. start3. A. chance B. trouble C. test D. idea4. A. given B. sent C. discovered D. received5. A. himself B. yourself C. themselves D. ourselves6. A. confident B. lucky C. difficult D. easy7. A. wrong B. impossible C. true D. good8. A. heard of B. dreamed of C. learned from D. cared about9. A. studies B. activities C. lives D. trips10. A. ruder B. braver C. worse D. better二Yesterday was my friend Kyra’s birthday. He invited me to his house for his birthday party. Another friend Guy had offered to take me to the party by car.Well, I was getting dressed 1 Guy called and said he was ill. So I decided to go by train. Unluckily while I was talking 2 the phone, the cat walked over my shirt, so I had to spend a few minutes finding another one and I was 3 leaving.As I was walking to the station, it started snowing and I got very cold. I just 4 a train and I had to wait at the station for half an hour. When the train finally arrived I was frozen! I was so cold and tired that during the journey I 5 and I missed my station.Well, I got off at the next stop and decided to walk 6 to Kyra’s. I walked for half an hour and then I realized I was 7 . Luckily I found a 8 and telephoned for a taxi. When I finally arrived at Kyra’s house, it was 9 midnight and people had left. What 10 evening!1. A. then B. when C. and2. A. on B. at C.to3. A. ready B. happy C. late4. A. got off B. caught C. missed5. A. enjoyed talking B. fell asleep C. played card6. A. up B. forward C. back7. A. tired B. hungry C. lost8. A. pay phone B. bus stop C. road sign9. A. even B. nearly C. still10. A. lovely B. frightening C. bad.三I think April Fool’s Day is a very unusual holiday. On April Fool’s Day, you have to watch out for practical 1 .You also can not trust everything you 2 on April 1st. Even some main newspapers will put fake（假的）articles into their papers to fool people. I heard a story about how 3 April Fool’s Day, a London newspaper printed an article about how aliens landed in England. This 4 many people to panic and the local police were not very 5 the newspaper.It can be 6 sometimes to play tricks, but you have to be careful not to go too far. On April Fool’s Day, I called my mother from the university I attended. I told her that I was failing all of my classes and because of this, I wasn’t able to 8 . She was so upset that she started to cry. I felt really bad about making her sad and tried to tell her it was just a joke. 9 I told her it was only an April Fool’s Day’s joke, she got 9 angry with me that she hung up the phone. I had to call her back and apologize before she would talk to me again.April Fool’s Day’s jokes can be funny but you should be careful not to hurt people’s feelings by embarrassing them 10 . Before you act, you should always make sure to put yourself in someone else’s shoes and think about how they might feel.1. A. joke B. jokes C. a joke D. to joke2. A. hear B. listen C. listen to D. listened3. A. on B. in C. for D. of4. A. caused B. helped C. asked D. guided5. A. interested in B. fond of C. afraid of D. pleased with6. A. information B. fun C. healthy D. stupid7. A. read B. return C. graduate D. dance8. A. After B. Because C. Since D. If9. A. so B. such C. such a D. so a10. A. too little B. a few C. a little D. too much四In learning English, one should first pay attention to listening and speaking. It is the groundwork（基础）of reading and writing. You’d better 1 your best to speak while you do much listening. Don’t be 2 of making mistakes. But be careful not to let them stop you from improving your 3 . While you are doing this, a good 4 is to write-keep a diary, write notes or letters. Then if you can, ask some others to go through 5 you have written and tell you where it is wrong. Many mistakes in your speaking will be 6 found when you write. Through correcting mistakes, you can do better in learning English. If you are slow in speaking, don’t 7 about it. One of the helpful ways is reading, either aloud or to yourself. The important thing is to choose 8 interesting to read. It mustn’t be too difficult for you. When you are reading 9 this way, don’t stop to 10 the new words if you can guess their meanings when they have nothing to do with the sentences. You can do that some other time.1. A. have B. send C. make D. try2. A. sure B. proud C. afraid D. tired3. A. English B. Chinese C. Japanese D. French4. A. start B. idea C. time D. way5. A. how B. when C. what D. why6. A. happily B. easily C. really D. slowly7. A. talk B. fear C. worry D. hurry8. A. something B. everything C. anything D. nothing9. A. by B. on C. at D. in10. A. look at B. look for C. look up D. look over五Acts of kindness, big or small, are everywhere if we care to look for them. On December 23, 2017, a man put a video on Weibo, not 1 it would become popular.2 the video was only seven seconds long, it was watched more than 19 million times in just two days. It showed a young man’s3 act on a subway train and he soon became an online star. In the video, the young man is4 with a mobile phone in his hands. On the phone screen, there’s a message in large font（字体）. “Please wake me up if you need my5 .”Plenty of web users were deeply moved by the young man’s act and 6 him for his kindness. Chutian Metropolis Daily offered to interview the young man, but he politely 7 the invitation. He said he just did what he felt he should do. On Weibo, he wrote he would easily fall asleep when he had 8 to do on the subway train. He was 9 that others might need the seat. So he 10 the idea of making a message on his phone screen.Kindness needs to be passed on. Let’s work together and make such positive energy（正能量）spread further.1. A. agreeing B. regretting C. remembering D. knowing2. A. If B. Unless C. Though D. Because3. A. kind B. careless C. impolite D. terrible4. A. afraid B. asleep C. awake D. alive5. A. idea B. advice C. seat D. phone6. A. asked B. praised C. excused D. punished7. A. hid B. received C. refused D. sent8. A. nothing B. anything C. everything D. something9. A. sad B. angry C. excited D. worried10. A. took up B. thought of C. talked about D. turned do六A wealthy man love his son very much. As he wanted his son to lead a happy life, he decided to send him to see a wise old man for his advice on happiness.When the old man learnt about his 1 , he handed the boy an empty bowl and said. “Go to the river miles away and 2 it with water. I will tell you about it 3 no water is spilt（洒）when you reach here.” Although the boy was very surprised at this, he had no choice but to 4 this task.The boy 5 on foot for the river and some time later came back with a bowl of water. The old man asked him, “Did you notice the beautiful flowers along the road and the birds singing in the trees?” The boy could say nothing about them because he gave his 6 attention to the bowl in his hands.The old man smiled and said, “Bring me 7 bowl of water, but this time enjoy the flowers and the singing of birds as well.”When he returned, the boy was able to 8 everything he had seen to the old man. But when he looked down at his bowl, he found 9 that most water was gone. He forgot all about his bowl while enjoying the beautiful things along the road.“Well, young man,” the old man said. “Enjoy the beauty of the world, but never forget the water in your bowl. This is the 1 of happiness.”1. A. research B. promise C. purpose D. experience2. A. wash B. fill C. compare D. connect3. A. if B. until C. unless D. while4. A. put out B. pick out C. point out D. carry out5. A. set off B. paid off C. got off D. kept off6. A. public B. weak C. quick D. full7. A. any B. every C. another D. the other8. A. change B. imagine C. examine D. describe9. A. lazily B. sadly C. luckily D. excitedly10. A. result B. cause C. secret D. decision七Once upon a time, there was a small village. The villagers built a fountain（喷泉）and made 1 of it. People carried water from it 2 their fruit trees and vegetables. The water spirit who 3 the water in the fountain was very happy because the villagers treated his water like valuable gold.As 4 went by, however, the villagers did not respect the water as they used to. The water spirit was 5 to see this happen. So, he slowed the flow of the water 1 to a trickle（细流）. However, the villagers still didn’t care. They 7 to pollute and waste the water in the fountain.The water spirit got very angry. That 8 he took action against the whole villager. At dinner time, people who had 9 rubbish into the fountain found rubbish in their soup. The children who had made water bombs to throw at others were hit with mysterious water bombs ten times 10 than theirs.The village did not have a 11 night. Almost nobody was able to get to sleep before morning. Around noon, the next day, the people of the village gathered around the fountain to beg the water spirit’s 12 , but the water spirit didn’t seem to be there.A little girl said she saw the water spirit 13 up into the clouds early this morning. Just as the villagers started to cry and blame 14 for treating the water spirit and his fountain so badly, a cloud appeared overhead and began to rain 15 water into the fountain below it. Suddenly, the little girl shouted happily, “he’s back, he’s back…”1. A. use B. money C. fun D. life2. A. with B. for C. at D. of3. A. changed B. attacked C. produced D. managed4. A. time B. water C. history D. day5. A. happy B. sad C. tired D. afraid6. A. up B. down C. away D. off7. A. continued B. stopped C. supported D. planned8. A. morning B. noon C. afternoon D. night9. A. collected B. thrown C. put D. picked10. A. lighter B. rounder C. smaller D. bigger11. A. meaningful B. colorful C. peaceful D. wonderful12. A. forgiveness B. happiness C. carelessness D. kindness13. A. pulling B. dancing C. rising D. walking14. A. himself B. itself C. themselves D. ourselves15. A. heavy B. dirty C. cold D. fresh期末专项复习—完形填空答案解析一1.【答案】D【解析】考查副词辨析。
剑桥雅思阅读9原文答案解析(test4)剑桥雅思阅读部分的题目可以进行一些分类总结，因为考试的常见内容一般都会在下次考试中出现的。
下面就是今天小编给大家带来的剑桥雅思阅读9(test4)的内容，希望能够帮助同学们备考雅思考试。
剑桥雅思阅读9原文(test4)READING PASSAGE 1You should spend about 20 minutes on Questions 1—13, which are based on Reading Passage 1 below.The life and work of Marie CurieMarie Curie is probably the most famous woman scientist who has ever lived. Born Maria Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was twice a winner of the Nobel Prize. With her husband, Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics, and was then sole winner of the 1911 Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize.From childhood, Marie was remarkable for her prodigious memory, and at the age of 16 won a gold medal on completion of her secondary education. Because her father lost his savings through bad investment, she then had to take work as a teacher. Form her e arnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would, in turn, later help her to get an education.In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne (the University of Paris). She often worked far into the night and lived on little more than bread and butter and tea. She came first in the examination in the physical sciences in 1893, and in 1894 was placed second in the examination in mathematical sciences. It was not until thespring of that year that she was introduced to Pierre Curie.Their marriage in 1895 marked the start of a partnership that was soon to achieve results of world significance. Following Henri Becquerel’s discovery in 1896 of a new phenomenon, which Marie later called ‘‘radioactivity’, Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium.Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained only by the presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie joined her in the work that she had undertaken to resolve this problem, and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was achieved with the help of the chemist Andre-Louis Debierne, one of Pierre Curie’s pupils. Based on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.The births of Marie’s two daughters, lrène and Eve, in 1897 and 1904 failed to interrupt her scientific work. She was appointed lecturer in physics at the Ecole Normale Supérieure for girls in Sèvres, France (1900), and introduced a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a turning point in her career:henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her hu sband’s death, becoming the first woman to teach at the Sorbonne. In 1911 she was awarded the Noble Prize for Chemistry for the isolation of a pure form of radium.During World War I, Marie Curie, with the help of her daughter Irène, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as ‘Little Curies’, used for the treatment of wounded soldiers. In 1918 the Radium Institute, whose staff Irène had joined, began to operate in earnest, and became a centre for nuclear physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substances and their medical applications.In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United States to raise funds for research on radium. Women there presented her with a gram of radium for her campaign. Marie also gave lectures in Belgium, Brazil, Spain and Czechoslovakia and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris, and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became director.One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only to treat illness but also to maintain an abundant supply for research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a decisive contribution to the success of the experiments undertaken in the years around1930. This work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by lrène and Frédéric Joliot Curie of artificial radioactivity.A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She had often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave off.Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by her two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists.Questions 1—6Do the following statements agree with the information given in Reading Passage 1? In boxes 1—6 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 Marie Curie’s husband was a joint winner of both Marie’s Nobel Prizes.2 Marie became interested in science when she was a child.3 Marie was able to attend the Sorbonne because of her sister’s financial contribution.4 Marie stopped doing research for several years when her children were born.5 Marie took over the teaching position her husband had held.6 Marie’s sister Bronia studied the medical uses of radioactivity.Questions 7—13Complete the notes below.Choose ONE WORD from the passage for each answer.Write your answers in boxes 7—13 on your answer sheet.Marie Curie’s research on radioactivityWhen uranium was discovered to be radioactive, Marie Curie found that the element called 7______ had the same property.Marie and Pierre Curi e’s research into the radioactivity of the mineral known as 8_______ led to the discovery of two elements.In 1911, Marie Curie received recognition for her work on the element 9_______Marie and lrène Curie developed X-radiography which was used as a medical technique for 10 ______Marie Curie saw the importance of collecting radioactive material both for research and for cases of 11 ______.The radioactive material stocked in Paris contributed to the discoveries in the 1930s of the 12 ______ and of what was know as artificial radioactivity.During her research, Marie Curie was exposed to radiation and as a result she suffered from 13 ______.READING PASSAGE 2You should spend about 20 minutes on Questions 14—26 which are based on Reading Passage 2 below.Y oung children’s sense of identityA. A sense of self develops in young children by degrees. The process can usefully be thought of in terms of the gradual emergence of two somewhat separate features: the self as a subject, and the self as an object. William James introduced the distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the developing debate. Ever since thenpsychologists have continued building on the theory.B. According to James, a child’s first step on the road to self-understanding can be seen as the recognition that he or she exists. This is an aspect of the self that he labeled ‘self-as-subject’, and he gave it various elements. These included an awareness of one’s own agency (i.e. one’s power to act), and an awa reness of one’s distinctiveness from other people. These features gradually emerge as infants explore their world and interact with caregivers. Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power. He proposed that the earliest examples of this are an infant’s attempts to control physical objects, such as toys or his or her own limbs. This is followed by attempts to affect the behaviour of other people. For example, infants learn that when they cry or smile someone responds to them.C. Another powerful source of information for infants about the effects they can have on the world around them is provided when others mimic them. Many parents spend a lot of time, particularly in the early months, copying their infant’s vocalizations and expressions. In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own movements. This is not to say that infants recognize the reflection as their own image (a later development). However, Lewis and Brooks-Gunn (1979) suggest that infants’ developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people. This is because they, and only they, can change the reflection in the mirror.D. This understanding that children gain of themselves asactive agent continues to develop in their attempts to co-operate with others in play. Dunn (1988) points out that it is in such day-to –day relationships and interactions that the child’s understanding of his-or herself emerges. Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly.E. Once children have acquired a certain level of self-awareness, they begin to place themselves in whole series of categories, which together play such an important part in defining them uniquely as ‘themselves’. This second step in the development of a full sense of self is what James called the ‘self-as-object’. This has been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people (such as trustworthiness, shyness, sporting ability).F. Cooley and other researchers suggested a close connection between a person’s own understanding of their identity and other people’s understanding of it. Cooley believed that people build up their sense of identity form the reactions of others to them, and form the view they believe others have of them. He called the self-as-object the ‘looking-glass self’, since people come to see themselves as they are reflected in others. Mead (1934) went even further and saw the self and the social world as inextricably bound together: ‘Th e self is essentially a social structure, and it arises in social experience… it is impossible to conceive of a self arising outside of socialexperience.’G. Lewis and Brooks-Gunn argued that an important developmental milestone is reached when children become able to recognize themselves visually without the support of seeing contingent movement. This recognition occurs around their second birthday. In one experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children who were playing in front of a mirror, and then observed how often they touched their noses. The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it. On the other hand, they found that children of 15 to 18 months are generally not able to recognize themselves unless other cues such as movement are present.H. Finally, perhaps the most graphic expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of age. In a longitudinal study of groups of three or four children, Bronson (1975) found that the intensity of the frustration and anger in their disagreements increased sharply between the ages of 1 and 2 years. Often, the children’s disagreements involved a struggle over a toy that none of them had played with before or after the tug-of-war: the children seemed to be disputing ownership rather than wanting to play with it. Although it may be less marked in other societies, the link between the sense of ‘self’ and of ‘ownership’ is a notable feature of childhood in Western societies.Questions 14—19Reading Passage 2 has eight paragraphs, A—H.Which paragraph contains the following information?Write the correct letter, A—H, in boxes 14-19 on your answer sheet.NB You may use any letter more than once.14 an account of the method used by researchers in a particular study15 the role of imitation in developing a sense of identity16 the age at which children can usually identify a static image of themselves17 a reason for the limitations of scientific research into ‘self-as-subject’18 reference to a possible link between culture and a particular form of behaviour19 examples of the wide range of features that contribute to the sense of ‘self-as-object’Questions 20—23Look at the following findings (Questions 20—23) and the list of researchers below.Match each finding with the correct researcher or researchers, A—E.Write the correct letter, A—E, in boxes 20—23 on your answer sheet.20 A sense of identity can never be formed without relationships with other people.21 A child’s awareness of self is related to a sense of mastery over things and people.22 At a certain age, children’s sense of identity leads t o aggressive behaviour.23 Observing their own reflection contributes to children’s self awareness.List of ResearchersA JamesB CooleyC Lewis and Brooks-GunnD MeadE BronsonQuestions 24—26Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 24—26 on your answers sheet.How children acquire a sense of identityFirst, children come to realize that they can have an effect on the world around them,for example by handling objects, or causing the image to move when they face a 24 ______. This aspect of self-awareness is difficult to research directly, because of 25______ problems.Secondly, children start to become aware of how they are viewed by others. One important stage in this process is the visual recognition of themselves which usually occurs when they reach the age of two. In Western societies at least, the development of self awareness is often linked to a sense of 26 ______, and can lead to disputes.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.Questions 27-30Reading Passage 3 has six paragraphs, A—F.Choose the correct heading for paragraphs B—E from the list of headings below.Write the correct number, i—vii, in boxes 27—30 on your answer sheet.List of Headingsi Commercial pressures on people in chargeii Mixed views on current changes to museumsiii Interpreting the facts to meet visitor expectationsiv The international dimensionv Collections of factual evidencevi Fewer differences between public attractionsvii Current reviews and suggestionsExample AnswerParagraph A v27 Paragraph B28 Paragraph C29 Paragraph D30 Paragraph EThe Development of MuseumsA. The conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value free. As one writer observes: ‘Although it is now evident that artefacts are as easily altered as chronicles, public faith in their veracity endures: a tangible relic seems ipso facto real’. Such conviction was, until recently, reflected in museum displays. Museums used to look — and some still do — much like storage rooms of objects packed together in showcases: good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor, to whom it all looked alike. Similarly, the information accompanying the objects often made little sense to the lay visitor. The content and format of explanations dated back to a time when the museum was the exclusive domain of the scientific researcher.B. Recently, however, attitudes towards history and the way it should be presented have altered. The key word in heritage display is now ‘experience’, the more exciting the better and, if possible, involving all the senses. Good examples of this approach in the UK are the Jorvik Centre in York; the National Museum of Photography, Film and Television in Bradford; and the Imperial War Museum in London. In the US the trend emerged much earlier: Williamsburg has been a prototype for many heritage developments in other parts of the world. No one can predict where the process will end. On so-called heritage sites the re-enactment of historical events is increasingly popular, and computers will soon provide virtual reality experiences, which will present visitors with a vivid image of the period of their choice, in which they themselves can act as if part of the historical environment. Such developments have been criticized as an intolerable vulgarization, but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this opinion.C. In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating. They already borrow ideas and concepts from one another. For example, museums have adopted story lines for exhibitions, sites have accepted ‘theming’ as a r elevant tool, and theme parks are moving towards more authenticity and research-based presentations. In zoos, animals are no longer kept in cages, but in great spaces, either in the open air or in enormous greenhouses, such as the jungle and desert environ ments in Burgers’ Zoo in Holland. This particular trend is regarded as one of the major developments in the presentation of natural history in the twentieth century.D. Theme parks are undergoing other changes, too, as they try to present more serious social and cultural issues, and move away from fantasy. This development is a response to market forces and, although museums and heritage sites have a special, rather distinct, role to fulfil, they are also operating in a very competitive environment, where visitors make choices on how and where to spend their free time. Heritage and museum experts do not have to invent stories and recreate historical environments to attract their visitors: their assets are already in place. However, exhibits must be both based on artefacts and facts as we know them, and attractively presented. Those who are professionally engaged in the art of interpreting history are thus in difficult position, as they must steer a narrow course between the demands of ‘evidence’ and ‘attractiveness’, especially given the increasing need in the heritage industry for income-generating activities.E. It could be claimed that in order to make everything in heritage more ‘real’, historical accuracy must be increasingly altered. For example, Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial features, because this corresponds to public perceptions. Similarly, in the Museum of Natural History in Washington, Neanderthal man is shown making a dominant gesture to his wife. Such presentations tell us more about contemporary perceptions of the world than about our ancestors. There is one compensation, however, for the professionals who make these interpretations: if they did not provide the interpretation, visitors would do it for themselves, based on their own ideas, misconceptions and prejudices. And no matter how exciting the result, it would contain a lot more bias than the presentations provided by experts.F. Human bias is inevitable, but another source of bias in the representation of history has to do with the transitory nature of the materials themselves. The simple fact is that not everything from history survives the historical process. Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people. The same applies to the furnishing and other contents of the premises. In a town like Leyden in Holland, which in the seventeenth century was occupied by approximately the same number of inhabitants as today, people lived within the walled town, an area more than five times smaller than modern Leyden. In most of the houses several families lived together in circumstances beyond our imagination. Yet in museums, fine period rooms give only an image of the lifestyle of the upper class of that era. No wonder that people who stroll around exhibitions are filled with nostalgia; the evidence in museums indicates that life was so much better in past. This notion is induced by the bias in its representation in museums and heritage centres.Questions 31—36Choose the correct letter, A, B, C or D.Write the correct letter in boxes 31-36 on your answer sheet.31 Compared with today’s museums, those of the past.A did not present history in a detailed way.B were not primarily intended for the public.C were more clearly organised.D preserved items with greater care.32 According to the writer, current trends in the heritage industryA emphasise personal involvement.B have their origins in York and London.C rely on computer images.D reflect minority tastes.33 The writer says that museums, heritage sites and theme parksA often work in close partnership.B try to preserve separate identities.C have similar exhibits.D are less easy to distinguish than before.34 The writer says that in preparing exhibits for museums, expertsA should pursue a single objective.B have to do a certain amount of language translation.C should be free from commercial constraints.D have to balance conflicting priorities.35 In paragraph E, the writer suggests that some museum exhibitsA fail to match visitor expectations.B are based on the false assumptions of professionals.C reveal more about present beliefs than about the past.D allow visitors to make more use of their imagination.36 The passage ends by noting that our view of history is biased becauseA we fail to use our imagination.B only very durable objects remain from the past.C we tend to ignore things that displease us.D museum exhibits focus too much on the local area.Questions 37—40Do the following statements agree with the information given in Reading Passage 3?In boxes 37—40 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 this37 Consumers prefer theme parks which avoid serious issues.38 More people visit museums than theme parks.39 The boundaries of Leyden have changed little since the seventeenth century.40 Museums can give a false impression of how life used to be.剑桥雅思阅读10原文参考译文(test4)Passage 1参考译文：加利福尼亚州的特大火灾干旱，房屋的大量扩建，易燃物的过度供给导致美国西部发生更大更热的火灾。
Unit 9 Reading “Have you ever been to Singapore?”Teaching design for the 1st Period课型：阅读课执教：邓芳（四中）教学目标：Aims of knowledge:1. 学生们能在语境中理解并能运用以下词汇: take a holiday; wonderful; population;quarter; excellent; temperature; season; awake.2. 了解新加坡的特征。
Aims of Abilities:1. 训练学生的阅读及写作能力。
2. 能系统、条理地写导游词来介绍名胜。
3. 在去外地旅游前能做好充足的准备。
Aims of emotion and evaluation:让学生对了解外国文化感兴趣。
教学重点：掌握重点词汇在语境中的运用，理解此文。
教学难点：掌握阅读策略、复述课文及写作训练。
教学过程：一、预习与交流：预习课文，翻译下列词或词组，扫除阅读障碍。
（组长课前检查）人口_______________ 赤道_______________ 温度_____________勇敢的_____________ 极好的_____________ _________________印度的_____________ whenever ___________ fear______________dark _______________ natural environment_____________Night Safari _________ all year round _________________a wonderful place to take a holiday ________________________spring________autumn________二、合作与探究I. Before reading1. Play a video “Let’s take a trip”.T: Donald Duck is going to travel. Do you like traveling?Then talk about where you have been.2. Guessing game.T: I have been to many place s. Let’s play a game to guess where I have been.Using “Have you ever been to…?Present the words: wonderful, temperature, fear, brave, environment, equator…T: Have you ever been to Singapore?(It’s doesn’t matter.) Let’s enjoy a video about Singapore.To introduce location, languages, food, zoo, temperature in Singapore by asking “ What do you know about Singapore?”T he purpose is to arouse the students’ interest of study & present new words & to pave the way for the following reading.II. While readingReading strategy:Look at the title and picture, predict what we’ll read about.( ) What’s the main idea of the article?A. Food in Singapore.B. The history of Singapore.C. Singapore—a wonderful place to take a vacation for Chinese.D. Some famous places of interest in Singapore.Listen the passage, check the answer.1. Fast reading速读Can you find the key words (关键词) in each paragraph? Match them together.Para. 1 A. weatherPara. 2 B. zooPara. 3 C. foodPara. 4 D. languageThe purpose is to develop the skills of fast reading and how to gain the main idea of the articles.2. Scanning寻读独立完成，小组讨论，展示汇报。
8BUnit 6 Sunshine for all一词汇A．根据意思完成单词1.His mother wants him to be more c________(be sure of one’s abilities) in his study.2.The twins look so s__________ that their teachers often mix them by mistake.3.---The 2-year-old child was the only_______ in the accident.---Oh, my god.4. It was not an easy (a piece of hard work that must be done) for us.5.They studied the _________ (工程) very carefully to save more money.6.. Did you notice a man passing by with_______ (血) on his sweater?7.Micha el Phelps is called “flying fish〞. He has won 18 g_______ medals in the Olympic Games.8.My mother did three_____________ (手术) today.9.Liu Ming did not know what to e when he volunteered for the event.10. Many students don't know how to a ___________a balance (平衡) between study and hobbies.11. Is this book (翻译)into French?B. 用所给词的正确形式填空1. This summer I will do something _______________ (mean) by joining the Helping Club.2. The sunlight we are all used to _______________ (include) seven colours.3. Mr. Lee is trying to set up an___________ (organize) to help people with blindness.4. You know our help ______________ a lot to the homeless people. (mean)5.The ________ (die) old man ____________ (raise) plenty of money for the poor family so far.6. He is stubborn (固执的)and he never gives up ____________.(easy)7. He is very strange and he likes doing everything ________ (different).8.Your _______(donate) is very import ant to people in need.9.The 12th Special Olympics World Games were _________ (success) held in Shanghai in 2021.10.Because of colour_________(blind),Amy can’t join the army.11.We all know that __________ (take) care of others will make us live happily.12.Is the long walk in the country______________(organize) by Oxfam Hong Kong?13. You have only one chance left ___________ (try).14.He did what he could ________(support) the disabled.二．选择题( )1.— Do you think it is safe a 14-year-old child to work with so many strangers?— I do think so. They are all friendly.A. forB. withC. ofD. about( ) 2. _______, you can improve your maths day by day.A. In this wayB. On this wayC. By this wayD. To this way ( ) 3. Jim sat _______ to his mother with his eyes half _______.A. closed, openedB. close, openC. closely, openingD. close, opened ( ) 4.V olunteers _________different backgrounds feel _____ part of one big family.A.from, as B e from,as C e from,like D.from, like ( ) 5. --- My father’s new cellphone can be used ______ e-mails.--- Is he used _____ on such a small screen?A. to send; to writeB. for sending; to writeC. to send; to writingD. to sending; to writing( ) 6. —She has never been to Hainan, _______?—_______. She went there last week for the first time.A. has she; Yes, she hasB. has she; No, she hasn’tC. hasn’t she; Yes, she hasD. hasn’t she; No, she has( ) 7. A sports meeting __________in our school last week.A. is heldB. was heldC. is taken placeD. was taken place ( )8. It is wise_______ a map when you go out. Please take your raincoat if_______.A. to take; it necessaryB. taking; it necessaryC. taking; necessaryD. to take; necessary( ) 9. I think ________ necessary _________ to take more exercise.A. it; for Jim and meB. it’s; to Jim and meC. that; for Jim and ID. that’s; to Jim and I( )10. If we don’t do anything to __________, we will have some problems ___________.A. keep healthy; to fitnessB. keep health, with fitnessC. keep fit, with fitnessD. keep fit, on fitness( )11. The two kinds o f leaves look ___________, but in fact they are not the ________ .A.same; sameB.similar; sameC.similar; similarD.same; similar( )12.---Do you know something about Mo Yan?---- Yes, he won the Noble Prize because of her great __________.A．surprise B.achievement cation D.satisfaction( )13.With the wide use of e-business, the way of shopping we were used to_______a lot.A.changeB. changingC. changedD. has changed ( )14. Pick up your pen and draw your own invention. Maybe it will be a real product one day!A. turned onB. turned downC. turned intoD. turned off ( )15. my sister I do well in our lessons. My mother is very proud of us.A. Not; butB. Neither; norC. Either; orD. Both; and( )16. He accepted the with pleasure. He thought it as an honor to attend such a great party.A. instructionB. invitationC. introductionD. invention( )17. We're not sure_______ there'll be_______ or not tomorrow.A. if; rainsB. if; rainyC. whether; rainingD. whether; rain ( )18.In the Name of People is_____that lots of people can’t wait ______the book.A. such a great work;to readB.quite a great work;to readC.so great work;readingD.too great a work;reading( )19.---The documentary Aerial China?航拍中国?is quite popular around China recently.How do you find it?---______.A.It’s on TVB.Pretty goodC. We enjoy it togetherD.All right三．翻译题1.因为车祸，每年约有成千上万的人失去生命。
1) Doomed to repeat it? By Gillian TettA few years ago, Robert Bruner and Sean Carr, two American academics at a Virginia business school, decided to write a comprehensive study of a financial market crash that took place on Wall Street back in 1907.In normal, calmer times, their worthy opus might have attracted only limited attention. After all, the 1907 turmoil has never carried the fame of 1929. But in a happy burst of brilliant timing - and sheer luck - their work is due to be published this autumn, and the two authors are unexpectedly finding their insights in hot demand from the financial world. "We had no expectation that a crisis would sprout this summer," admits Professor Bruner. "[But] our re-search taught us that the drivers of crisis are always present [so] we thought the lessons of 1907 would be immensely relevant to investors, CEOs and regulators."It is a sentiment Wall Street and the City of London seem to share. For as investors and financiers recoil in shock from this summer's violent market swings, and as a crisis in the subprime mortgage lending sector has triggered gyrations in stocks, many are now reaching for the history books with a newfound enthusiasm - or desperation - to assess how this crisis will play out. "Everyone is muttering about 1987, 1998 or 1929," says one senior hedge fund manager. "I don't know much about 1907, but probably I should."From some perspectives, this sudden fascination with the past marks something of a U-turn. After all, the financial sector has spent much of this decade operating with a short-term view that was focused on the future, not the past. Indeed, as recently as this spring, it was rare to find any financial trader who spent much time pondering events more than a decade old - or beyond the data points typically found on a trading terminal.That partly reflected the fact that financial traders are often too young to remember many economic cycles. However, more importantly, many of the instruments that have been in the eye of the recent market storm have only risen to prominence this decade. Thus the "historical" data bankers feed into their computer models to assess market swings, or measure their levels of risk-taking, is often based on just a few years of records. That can potentially distort the way these computer models work, since it means that bankers are effectively presuming that the future will be similar to the past - but based purely on very recent experience. "What is remarkable is that the risk models currently applied [in some markets] do not reflect the experience of the autumn of 1998, only a few years ago," says Harald Malmgrem, a Washington-based economist.However, the other reason for the recent lack of interest in history is that many bankers have believed - at least until recently - that this decade's burst of market innovation had rewritten the rules of finance. For as financiers have created products that distribute credit risk across the capital markets, this has altered the way the financial system works. That in turn, may have changed the way the credit cycle works - or so some optimists believed until very recently.However, this summer's market swings are now blowing apart many of these cosy assumptions. As a result, the indifference towards the past is being replaced by a violent thirst for historical knowledge, as financiers reacquaint themselves with the unpalatable truth that almost every bubble is accompanied by a belief that innovation has changed the rules - a belief that typically proves to be false. "This neo-modern credit market is not very dissimilarafter all from its classical predecessors," says Jack Malvey, an analyst at Lehman Brothers. "The catalysts differ, but market reactions feel similar [to crises before] . . . in our view long-term economic and capital markets history is the best teacher and best model [to understanding the present]."The one big problemthat confronts men such as Mr Malvey, however, is that "long-term history" offers a truly dazzling array of models to peruse. Indeed, Lehman Brothers itself estimates there have been more than 60 market crashes since 1622. As a result, pundits disagree sharply about which particular crash might offer the "best" analogy for today, depending on whether they are optimistic about the macro-economic outlook or not.One parallel provoking much discussion, for example, is the collapse of the internet bubble at the start of this decade. That seems similar to this year's events because the crash came after a bout of equity market exuberance that anticipated recent conditions in credit markets. Most notably, in the late 1990s, debt levels were rising in the system as equity investors threw caution to the winds amid a widespread belief that innovation had changed the investment rules. (Most notably, in 1999, the rise of the internet was perceived to have altered the business cycle.)However, when equity investors suffered a sudden loss of confidence in overvalued technology stocks, they scrambled to slash debt, in a bout of deleveraging similar to that of this summer. "Deleveraging an overleveraged system is always dangerous," said Credit Suisse, in a recent note to clients. "The last big time around [this occurred] was the tech bust, when corporate sector leverage was the main culprit, but equity investors were also running far riskier portfolios than they normally do."Seven years ago, these events sparked concern that a serious recession was looming, which was only partly averted after the Federal Reserve cut interest rates. The deleveraging also eventually contributed to a corporate credit crunch in the commercial paper market - or the sector where entities raise short-term finance. "During 2002, corporate commercial paper markets closed, forcing back-up liquidity providers to fill the breach, leading to large increases in credit risk for the banking system," says Jeffrey Rosenberg, analyst at Bank of America, noting that a similar phenomenon erupted this month in parts of the commercial paper market again.However, as Mr Rosenbergalso notes, one striking difference between now and 2002 is that it is financial companies - not, say, manufacturers - that face a funding squeeze. And that highlights an even more crucial distinction: whereas in 2000 the list of companies that were overladen with debt included mainstream names, this time it is financial players, such as hedge funds or banks, that are excessively leveraged.That may help to explain why the current turbulence has largely originated in the credit markets, rather than the equity world (as it did in 2000). But it also implies that today's market turmoil has a less negative impact on the "real economy" than seven years ago, since it is not hitting mainstream companies - yet.Consequently, some analysts suspect that a much better model to analyse today's events lies further back - namely in those of 1997 and 1998, when a storm in the Asian financial markets triggered an unexpected default on Russian debt, which eventually lead to the near implosion of Long-Term Capital Management hedge fund. One reason this parallel is alluring to some traders is that the market movements this summer have been so violent they suggest somelarge - unidentified - institutions are in such distress that they are conducting fire sales of their portfolios. If so, that echoes the pattern in August 1998, when LTCM and its counterparties also tried to liquidate portfolios quickly, triggering seemingly bizarre price swings and a collapse in trust between the banks.But another crucial parallel is that the 1998 turbulence was also centred on the financial world, not mainstream companies. As a result, LTCM's problems triggered few immediate adverse effects on the "real" economy.That parallel prompts some observers to also conclude that this month's market chaos will do little tangible economic damage. The catch, however, is that losses in the subprime world now appear to be hitting a much broader range of investors than in 1998 - partly because they have been so widely scattered around as a result of financial innovation. Meanwhile, the pain is also potentially much larger: whereas the LTCM episode threatened to create a $3bn-odd hit to hedge fund investors and banks, estimates for the size of the losses from subprime mortgages range from from $50bn to $200bn. "The consensus remains sanguine on the outlook for global growth and is convinced we are seeing a repeat of the 1998 LTCM crisis," notes Jan Loeys, of JPMorgan. "But we are aware that history never fully repeats itself." Nevertheless, that does not stop some analysts groping even further back in history for better lessons. Thus far, few pundits have attempted to suggest that the current events are a replay of the best-known drama of all - 1929. After all, the global economy still appears to be in rude health and the scale of market swings still looks extremely small compared with 1929 or other crashes. (Indeed, were it not for the fact that levels of market volatility have been unusually low this decade, some observers might hesitate to use the word "turmoil" at all.)However, some analysts see parallels with another well-known crash - the events of 1987, when equity markets tumbled 22 per cent in a day and 60 brokerages went bust. The linkage partly revolves around the use of trading models. In the run-up to the 1987 crash, Wall Street had adopted the use of so-called "portfolio trading" models, which effectively exacerbated the downward move when equities started to fall. Similarly, some observers suspect that the widespread use of a new breed of trading models in 2007, known as quantitative - or "quant" - strategies has also magnified the market swings this summer, and enabled a shock in a narrow segment of the credit markets to infect numerous asset classes.However, as Mr Bruner and Mr Carr demonstrate in their well-timed book, history shows that contagion has predated computers. The event that triggered the crash of 1907 in New York was the suicide of Charles Barney, the deposed president of the Knickerbocker Trust Company, who had attempted to corner shares in the United Copper company. Though this death seemed an isolated event - or a "contained" surprise, in modern parlance - as the implications spread, it set off a chain reaction throughout the banking world, fuelled by the fact the leverage levels were high and the economy had been weakened by a recent earthquake."Crises are like hurricanes," notes Mr Bruner. "Each is unique, yet we know enough about them all to be able to generalise - our big generalisation [from 1907] is that explanations come from a convergence of causes, most of which are always present in the global economy. [But] when these causes click into the right combination, financial crisis follows."That may not offer definitive help for investors who want clear guidance about whether the current turbulence is just a passing storm - or not. But as economists thumb through thehistory books, the one thing that is crystal clear is that this summer's turmoil will not be the last.On the contrary, as Mr Malvey notes, the lesson from the history books is that these episodes occur with striking regularity - typically, at least once a decade - whenever excess leverage, innovation and investor hubris collide. "Markets have always moved between three phases: pessimistic wariness, complacency and exuberance," he notes. "Well in advance, beware of a credit crunch in 2017. [But] sadly by then, the market will once again behave as if the turbulence of 2007 never took place."2) Mortgages And Monetary PolicyIn the past 50 years, there have been two macroeconomic policy changes in the United States that have really mattered. One of these was the supply-side reduction in marginal tax rates, initiated after Ronald Reagan was elected president in 1980 and continued and extended during the current administration. The other was the advent of 'inflation targeting,' which is the term I prefer for a monetary policy focused on inflation-control to the exclusion of other objectives. As a result of these changes, steady GDP growth, low unemployment rates and low inflation rates -- once thought to be an impossible combination -- have been a reality in the U.S. for more than 20 years.Both of these reforms work, in part, because they stabilize people's expectations about aspects of the future. The supply side tax cuts, in contrast to Keynesian on-again-off-again temporary tax cuts, are designed to be in place over the long run, and help to assure us that the returns to today's hard work and savings will not be taxed away tomorrow. Inflation targeting is a commitment that no matter what unpredictable shocks the economy is subjected to, the Fed will do what is needed to restore a fixed, target inflation rate and so maintain a 'nominal anchor' to expectations.This summer's subprime mortgage crisis puts the long-run emphasis of inflation targeting to a severe test. Something has to be done right now. What should it be?There are two distinct aspects to this test, which deserve separate analysis.There is an immediate risk of a payments crisis, a modern analogue to an old-fashioned bank run. Many institutions -- not just banks -- have payment obligations that are far in excess of the reserves to which they have immediate access. Against these obligations they hold short-term securities that they believed could be liquidated on short notice at little cost. If some of these securities turn out not to be liquid in this sense (and especially if no one is sure who holds them) then everyone wants to get into Treasury bonds. We have seen this very clearly recently in the widening yield spreads between Treasury bills and privately issued commercial paper.In this process, some losses are incurred (and have been) but the more important risk is that aneed to liquidate can force otherwise solid enterprises into failure. (I have to add that one of the papers that helped make Ben Bernanke's reputation as an economist was his 1983 article outlining the large, real costs of the demise of banking institutions during the 1930s.) There is no way to rule this possibility out based on market forces alone: If everyone else wants to cash out, then I want to be first in line. So we need a second commitment by the Fed, unrelated to inflation control, to stand ready to provide the liquidity if needed to serve as lender of last resort. By reducing the discount rate and encouraging use of the discount window -- instead of reducing the funds rate until yesterday -- I think Mr. Bernanke was trying to separate the short-term problem of lender of last resort and the long-term problem of inflation targeting, and to show that we can and will deal forcefully with the liquidity crisis, if one should emerge, without weakening the commitment to price stability.The need for a lender-of-last-resort function is one qualification to the discipline of inflation targeting, but it is a necessary one. There is a second line of argument that seems to me much less compelling. It starts with the fact that monetary policy necessarily affects future inflation rates, not the current rate: That has already been determined when the open market committee meets. We also know that whatever funds rate target is chosen, all kinds of others forces -- anything that happens to the real economy -- will affect next quarter's rate of inflation, or next year's. So we would like to forecast these other forces as well as possible and take them into account.There is nothing wrong with this logic, but how useful it is depends on how good we are at forecasting the non-monetary determinants of prices. In fact, inflation forecasting is notoriously one of the squishiest areas of economic statistics. In this situation, it is all too easy for easy money advocates to see a recession coming and rationalize low interest rates. They could be right -- who really knows? -- and in any case we may not know enough to prove them wrong.So I am skeptical about the argument that the subprime mortgage problem will contaminate the whole mortgage market, that housing construction will come to a halt, and that the economy will slip into a recession. Every step in this chain is questionable and none has been quantified. If we have learned anything from the past 20 years it is that there is a lot of stability built into the real economy.To me, inflation targeting at its best is an application of Milton Friedman's maxim that 'inflation is always and everywhere a monetary phenomenon,' and its corollary that monetary policy should concentrate on the one thing it can do well -- control inflation. It can be hard to keep this in mind in financially chaotic times, but I think it is worth a try.。
abcreading对应年级表
以下是一些常见的ABC阅读级别与对应的年级表：
- ABC Reading Level 1：适合学前班和幼儿园入学前的孩子，通常对应3-4岁的年龄段。
- ABC Reading Level 2：适合幼儿园和学前班的孩子，通常对应4-5岁的年龄段。
- ABC Reading Level 3：适合幼儿园和学前班的孩子，通常对应5-6岁的年龄段。
- ABC Reading Level 4：适合小学一年级的孩子，通常对应6-7岁的年龄段。
- ABC Reading Level 5：适合小学二年级的孩子，通常对应7-8岁的年龄段。
- ABC Reading Level 6：适合小学三年级的孩子，通常对应8-9岁的年龄段。
- ABC Reading Level 7：适合小学四年级的孩子，通常对应9-10岁的年龄段。
- ABC Reading Level 8：适合小学五年级的孩子，通常对应10-11岁的年龄段。
- ABC Reading Level 9：适合小学六年级的孩子，通常对应11-12岁的年龄段。
需要注意的是，这只是一个大致的参考，每个孩子的学习进度和阅读能力都会有所不同。
此外，这个级别与年级的对应
可能会因教材和学校的不同而有所差异。
Reading 9Questions 31-36The novelist Robert Herrick was born in Cambridge, Massachusetts, on April 26, 1868. His oldest American ancestor , a nephew of the author of Hesperides, had settled at Salem in 1638: he was related to the Hales, the Mannings, the Hawthornes, and the Peabodys: his immediate forebears were lawyers, teachers, and clergymen . At Harvard, he was a contemporary of Santayana, William Vaughn Moody, Norman Hapgood, and Robert Morss Lovett; he nearly wrecked the Harvard Monthly when he sullied its chaste pages with the first English translation of lbsen's Lady from the Sea. His teaching began at the Massachusetts Institute of Technology, but William Rainey Harper lured him to the new University of Chicago, where he remained officially for exactly a generation and where his students in advanced composition found him terrifyingly frigid in the classroom but sympathetic and understanding in their personal conferences . During his later years the spot of earth dearest to his heart was York Village, Maine, but after his retirement from teaching he brought his career to a rather amazing close as government secretary of the Virgin islands. He died at St. Thomas on Dcccniber 23, 1938.31. To which of the following families was related?A. The Santayanas C. The MoodysB. The Hawthornes D. The Hapgoods32 In lines 3-4, the phrase “immediate forebears” could best be replaced by which of thefollowing?A. closest ancestors C. cleverest kinsmenB. wealthiest relatives D. earliest forefathers33 Which of the following is NOT mentioned as a profession of Herrick's relatives?A. Farmer C. ClergymanB. Teacher D. Lawyer34 Herrick moved to the University of Chicago at the request ofA. the Hales C. Robert Morss LovettB. the Mannings D. William Rainey Harper35 According to the passage, Herrick's students thought he wasA. gifted in English translation C. easy to understandB. unfair in his grading D. kind during personal contact36 In which of the following activities was Herrick involved during the last years of his life?A. University teaching C. TranslatingB. Government work D. LecturingThere are two main kinds of sloth , the two-toed and the three-toed. Of these, the three-toed is considerably the more slothful . It hangs upside down from a branch suspended by hook-like claws at the ends of its long bony arms. It feeds on only one kind of leaf, Cecropia, which happily for the sloth grows in quantity and is easily found. No predators attack the sloth ---few indeed can even reach it---and nothing competes with it for the Cecropia. Lulled by this security , it has sunk into an existence that is only just short of complete torpor . It spends eighteen out of twenty-four hours soundly asleep . It pays such little attention to its personal hygiene that green algae grow on its coarse hair and communities of parasitic moth live in the depths of its coat producing caterpillars which graze on its mouldy hair. Its muscles are such that it is quite incapable of moving at a speed of over a kilometer an hour even over the shortest distances and the swiftest movement it can make is a sweep of its hooked arm. It is virtually dumb and its hearing is so poor that you can let off a gun within inches of it and its only response will be to turn slowly and blink . Even its sense of smell, though it is better than ours, is very much less acute than that of most mammal . And it sleeps and feeds entirely alone.37. The purpose of the passage is toA. compare the two-toed and the three-toed slothsB. explain the parasitic relation of a type of moth to the slothC. describe the behavior of the three-toed slothD. condemn the way the sloth takes care of itself38 It can be inferred from the passage that the sloth uses its hooked claws mainly toA. hang ontreebranches C. catch preyB. clean its coat D. swing from one place to another39 What does the sloth eat?A. Caterpillars C. MothsB. Cecropia D. Algae40 How does the sloth spend most of its time?A. Eating C. Grooming itselfB. Sleeping D. Finding food41 It can be inferred from the passage that if a person makes a loud noise near a sloth, the sloth willA. attack the person C. show little responseB. run away as fast as it can D. become deaf42 The author's discussion of the sloth focuses primarily on the animal'sA. solitary nature C. dietB. physical handicaps D. inactivityThe Montessori method of educating children is guided by perhaps a half-dozen major principles of education, The first affirm the biological programming of child development, the child's capacity for self-realization , for “auto-education”. The second calls for -scientific pedagogy- a science of childhood based on observation. The third demands a natural environment in which self-development can be expressed and observed . Montessori believed that the school could be made into such an environment, thus becoming a laboratory for scientific pedagogy. This environment should be determined scientifically. In order to expand, children, left at liberty to exercise their activities , ought to find in their surrounding something organized in direct relation to the children's internal organization. All of these principles imply the next, which Mont essori calls the”biological concept of liberty in pedagogy” the child must be free to act spontaneously and to interact with the prepared environment. The entire program is concerned with the individual child; the spontaneity , the needs, the observation, the freedom are always those of the individual. Finally, the modus operandi of the method is sensory training.43. Which of the following is the best title for the passage?A. Principles of the Montessori MethodB. Modern Principles of EducationC. Results of the Montessori MethodD. Stages of Child Development44 In line 6, the phrase ”such an environment” refers to which of the following kinds of environment?A. Biological, accompanied by specimensB. Scientific, accompanied by experimentsC. Pedagogical, in which ideology prevailsD. Natural, in which self-expression prevails45 According to the passage, the Montessori method focuses onA. the individual child C. small groups of childrenB. pairs of children D. large groups of children46 It can be inferred from the passage that the Montessori method was named after aA. school C. personB. town D. book47 Which of the following would NOT be advocated by the Montessori method?A. Tightly controlling children's group activitiesC. Permitting children to work at their own paceB. Carefully teaching children to listen and observeD. Allowing children to speak out and will during classesIn an experiment designed to study the effect of majority opinion even when it is contrary to fact, small groups of subjects observed a standard straight line, and then judged which of three other lines equaled it in length. One of the other lines was longer, one shorter, one equal to the standard; the differences were great enough that thresholdjudgments were not involved. All but one member of each group had been instruct to agree upon a wrong answer for a majority of the trial . The experimental subject was thus pitted against a majority, and the subject's problem was whether to disagree with the majority, or to doubt his or her own judgment and agree. Many subjects refused to change, and continued to hold to their independent appraisals . But a substantial number yielded under pressure from the others' apparent judgments. The amount of yielding depended upon the clarity of conditions (lack of clarity led to conformity to majority opinion), individual differences, and the size and unanimity of the opposition . with the opposition of only one other person there was very little yielding; with two against one the amount of yielding became pronounced ; and a majority of three was nearly as effective as larger majorities against the lone dissenter .48. What does the passage mainly discuss?A. The accuracy of threshold judgmentsC. The impact of majority opinion on the judgment of an individualB. The inability of groups to estimate correct line lengthD. The necessity of clear conditions in conducting successful experiments49 A total of how many lines were shown to each group of subjects?A. Two C. FourB. Three D. Five50 Why did all but one of the members of each group choose the wrong line?A. They could not accurately judge which lines were equal in length.C. They wanted to humiliate the person who disagreed.B. They were told to do so for the purposes of the study.D. They did not understand the instructions.51 It can be inferred from the passage that the main purpose of the experiment was to examine the tendency that many people have toA. compete C. criticizeB. conform D. communicate52 The experiment described in the passage was most likely carried out byA. physicists C. linguistsB. mathematicians D. psychologistsThis vertical movement of the fieldstones is not simply an artifact of soil erosion; it is the result of frost heaving . In the fall the soil freezes first beneath stones, because stones are a better conductor of heat than soil, or put another way , soil is a better insulator than rock. In a sea of insulation , stones are chilly islands.Because most glacial till has a fairly high water content , ice forms beneath fieldstones when they freeze, and the expansion of this ice forces them upward. Even when the ice thaws , the stones do not return to their original positions because during thawing particles of soil seep into the cavity beneath partially preventing the stone from dropping. Like a ratchet on a car jack each freeze---thaw cycle gradually lifts the fieldstones toward the surface. In a very cold winter there may actually be two thrusts per freeze. Ice expands when it initially forms, but as the temperature plummets, the ice contracts . In the reverse process, when this very cold ice finally melts, it must expand a second time, pushing the stone once more.In theory, the upward movement of fieldstones should result in pure soil, all the stones above the frost line having been pushed to the surface and carried away, What a vision ! Acres of pure, deep soil and crowbars rusting away unused Alas, the fastest stones move only an inch or so a year, and most are orders of magnitude slower.53. What does the passage mainly discuss?A. The effect of frost heaving on stones.B. The water content of various types of soilC. Factors affecting the rate of ice expansionD. Seasonal variations in ground temperature54 What statement was most probably made in the paragraph preceding this passage?A. Pure soil is quickly eroded.B. Fieldstones are lifted to the top of the soil.C. It is not easy to move stones from fields.D. Ancient cultural artifacts are buried deep in the soil.55 Where does the soil freeze first in the fall?A. On the tops of stones C. Under rocksB. In areas of pure, deep soil D. On islands56 In the first paragraph, the author gives an example ofA. glacier movement C. climate changeB. soil erosion D. heat conduction57 According to the passage, why do fieldstones remain raised in the soil when the ice thaws?A. Melting ice erodes the soil around them.B. Soil fills in under them.C. They remain in a frozen layer of topsoil.D. The frost line under which they are resting moves upward.58 The author refers to a car jack in an analogy that illustrates howA. stones are pushed upwardB. heavy rocks press down on deeps levels of soilC. a crowbar is used to remove stones from soilD. automobile parts freeze in cold weather.59 Which of the following conclusions is supported by the third paragraph?A. Stones above the frost line will quickly be pushed upward.B. The number of stones surfacing each year is decreasing.C. Acres of pure, deep soil regularly result from frost heaving.D. New stones will continue indefinitely to surface at a slow rate60 In line 14. the author exclaims “What a vision” to express an attitude ofA. fear C. enthusiasmB. disgust D. romance。
