劍橋雅思閱讀7(test1)真題解析
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劍橋雅思閱讀7原文(test1)
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Let’s Go Bats
A Bats have a problem: how to find their way around in the dark. They hunt at night, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making, one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals. In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night. Only after the mysterious mass extinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers.
B Bats have an engineering problem: how to find their way and find their prey in the absence of light. Bats are not the only creatures to face this difficulty today. Obviously the night-flying insects that they prey on must find their way about somehow. Deep-sea fish and whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water. Plenty of other modern animals make their living in conditions where seeing is difficult or impossible.
C Given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? The first one that might occur to him is to manufacture light, to use a lantern or a searchlight. Fireflies and some fish (usually with the help of bacteria) have the power to manufacture their own light, but the process seems to consume a large amount of energy. Fireflies use their light for attracting mates. This doesn’t require a prohibitive amount of energy: a male’s tiny pinprick of light can be seen by a female from some distance on a dark night, since her eyes are exposed directly to the light source itself. However, using light to find one’s own way around requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. The light source must therefore be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event, whether or not the reason is the energy expense, it seems to be the case that, with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about.
D What else might the engineer think of? Well, blind humans sometimes seem to have an uncanny sense of obstacles in their path. It has been given the name ‘facial vision’, because blind people have reported that it feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could ride his tricycle at good speed round the block near his home, using facial vision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb. The sensation of facial vision, it turns out, really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example to measure the depth of the sea under a ship. After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines. Both sides in the Second World War relied heavily on these devices, under such codenames as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.
E The Sonar and Radar pioneers didn’t know it then, but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier, and their ‘radar’ achieves feats of detection and navigation that would strike an engineer dumb with admiration. It is technically incorrect to talk about bat ‘radar’, since they do not use radio waves. It is sonar. But the underlying mathematical theories of radar and sonar are very similar, and much of our scientific understanding of the details of what bats are doing has come from applying radar theory to them. The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation’ to cover both sonar and radar, whether used by animals or by human instruments.
Questions 1-5
Reading Passage 1 has five paragraphs, A-E.
Which paragraph contains the following information?
Write the correct letter, A-E, in boxes 1-5 on your answer sheet.
NB You may use any letter more than once.
1 examples of wildlife other than bats which do not rely on vision to navigate by
2 how early mammals avoided dying out
3 why bats hunt in the dark
4 how a particular discovery has helped our understanding of bats
5 early military uses of echolocation
Questions 6-9
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 6-9 on your answer sheet.
Facial Vision
Blind people report that so-called ‘facial vision’ is comparable to the sensation of touch on the face. In fact, the sensation is more similar to the way in which pain from a 6……………arm or leg might be felt. The ability actually comes from perceiving 7……………through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the 8………………of the seabed. This was followed by a wartime application in devices for finding 9…………………………
Questions 10-13
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 10-13 on your answer sheet.
10 Long before the invention of radar, …………… had resulted in a sophisticated radar-like system in bats.
11 Radar is an inaccurate term when referring to bats because………… are not used in their navigation system.
12 Radar and sonar are based on similar ………… .
13 The word ‘echolocation’ was first used by someone working as a ……… .
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.
Questions 14-20
Reading Passage 2 has seven paragraphs, A-H.
Choose the correct heading for paragraphs A and C-H from the list of headings below.
Write the correct number, i-xi, in boxes 14-20 on your answer sheet.
List of Headings
i Scientists’ call for a revision of policy
ii An explanation for reduced water use
iii How a global challenge was met
iv Irrigation systems fall into disuse
v Environmental effects
vi The financial cost of recent technological improvements
vii The relevance to health
viii Addressing the concern over increasing populations
ix A surprising downward trend in demand for water
x The need to raise standards
xi A description of ancient water supplies
14 Paragraph A
Example Answer
Paragraph B iii
15 Paragraph C
16 Paragraph D
17 paragraph E
18 paragraph F
19 paragraph G
20 paragraph H
MAKING EVERYDROP COUNT
A The history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.
B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.
C Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.
D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers_are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions.
_underground stores of water
E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.
F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen.
G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons_of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) — almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980.
H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.
Questions 21-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 21-26 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
21 Water use per person is higher in the industrial world than it was in Ancient Rome.
22 Feeding increasing populations is possible due primarily to improved irrigation systems.
23 Modern water systems imitate those of the ancient Greeks and Romans.
24 Industrial growth is increasing the overall demand for water.
25 Modern technologies have led to a reduction in domestic water consumption.
26 In the future, governments should maintain ownership of water infrastructures.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
EDUCATING PSYCHE
Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.
Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details — the colour, the binding, the typeface, the table at the library where we sat while studying it — than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.
This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.
The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.
Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.
Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.
Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.
While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning.
Questions 27-30
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 27-30 on your answer sheet.
27 The book Educating Psyche is mainly concerned with
A the power of suggestion in learning.
B a particular technique for learning based on emotions.
C the effects of emotion on the imagination and the unconscious.
D ways of learning which are not traditional.
28 Lozanov’s theory claims that, when we try to remember things,
A unimportant details are the easiest to recall
B concentrating hard produces the best results.
C the most significant facts are most easily recalled.
D peripheral vision is not important.
29 In this passage, the author uses the examples of a book and a lecture to illustrate that
A both of these are important for developing concentration.
B his theory about methods of learning is valid.
C reading is a better technique for learning than listening.
D we can remember things more easily under hypnosis.
30 Lozanov claims that teachers should train students to
A memorise details of the curriculum.
B develop their own sets of indirect instructions.
C think about something other than the curriculum content.
D avoid overloading the capacity of the brain.
Questions 31-36
Do the following statements agree with the information given in Reading Passage 37
In boxes 31-36 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
31 In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.
32 Prior to the suggestopedia class, students are made aware that the language experience will be demanding.
33 In the follow-up class, the teaching activities are similar to those used in conventional classes.
34 As an indirect benefit, students notice improvements in their memory.
35 Teachers say they prefer suggestopedia to traditional approaches to language teaching.
36 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes.
Questions 37-40
Complete the summary using the list of words, A-K, below.
Write the correct letter, A-K, in boxes 37-40 on your answer sheet.
Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of 37..............is necessary in order to convince students, even if this is just a 38.............. . Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite 39.............., the results of most other teachers using this method have been 40.............. .
A spectacular B teaching C lesson
D authoritarian E unpopular F ritual
G unspectacular H placebo I involved
J appropriate K well known
劍橋雅思閱讀7原文參考譯文(test1)
TEST 1 PASSAGE 1參考譯文：
走近蝙蝠
A在黑暗中如何找到方向是蝙蝠面臨的一大問(wèn)題。它們?cè)谝归g捕食，而且無(wú)法利用光搜尋獵物或躲避障礙物。也許你會(huì)說(shuō)它們天生就是這樣的，只要改變生活習(xí)性在白天出來(lái)捕食就可以了。但事實(shí)上白天的獵物已經(jīng)被鳥(niǎo)類(lèi)開(kāi)發(fā)殆盡。鑒于有些生物要在夜間謀生，并且白天的獵物資源都已經(jīng)被占用，自然選擇最終使蝙蝠們?cè)谝归g捕獵行當(dāng)里大顯身手。夜間狩獵群體的出現(xiàn)可能要追溯到哺乳動(dòng)物的先祖。在恐龍統(tǒng)治地球白晝的時(shí)代，我們的哺乳動(dòng)物祖先只能想方設(shè)法在夜間求得一線生機(jī)。直到六千五百萬(wàn)年前，恐龍神秘地大規(guī)模滅絕之后，我們的祖先才敢成群結(jié)隊(duì)地在大白天出沒(méi)。
B蝙蝠面臨這一個(gè)“工程”方面的問(wèn)題：那就是在沒(méi)有光線的情況下如何辨識(shí)方向并尋找獵物。蝙蝠不是當(dāng)今世界上唯一面臨此問(wèn)題的物種。顯而易見(jiàn)，蝙蝠所捕食的夜間昆蟲(chóng)肯定能以某種方式在黑暗中找到方向。深海魚(yú)類(lèi)、鯨等物種無(wú)論是白天還是黑夜都幾乎見(jiàn)不到任何光線。生活在渾濁水域中的負(fù)和海豚也看不見(jiàn)，因?yàn)榧词褂泄饩€，也被水中的淤泥阻擋分散開(kāi)了?，F(xiàn)代的許多物種都生活在很難見(jiàn)到光線或者完全黑暗的環(huán)境中。
C關(guān)于如何在黑暗中巧妙移動(dòng)這個(gè)問(wèn)題，工程師們會(huì)給出怎樣的答案呢?第一個(gè)能想到的辦法可能就是要制造光線了，比如用燈籠或者探照燈。螢火蟲(chóng)和某些魚(yú)類(lèi)可以自己制造光亮(通常是在細(xì)菌的幫助下)，但這一過(guò)程要耗費(fèi)很多能能量。螢火蟲(chóng)用光線吸引配偶，而這一過(guò)程并不需要很多能量。暗夜中，雌性螢火蟲(chóng)遠(yuǎn)遠(yuǎn)地就可以看見(jiàn)雄性螢火蟲(chóng)微小的光芒，因?yàn)榇菩缘难劬椭苯颖┞对诠庠磧?nèi)。然而利用自身的光線尋找方向卻要耗費(fèi)更多能量，因?yàn)榇藭r(shí)生物的眼睛需要探測(cè)到通過(guò)物體反射回來(lái)的微弱光芒。如果要作為燈光來(lái)照亮道路的話(huà)，就要求光源比作為信號(hào)燈時(shí)明亮許多，無(wú)論是不是能設(shè)消耗的緣故，事實(shí)是，除了一些深海大怪魚(yú)之外，絕沒(méi)有其他任何一種生物像人類(lèi)這樣自己制造光源來(lái)找尋方向。
D工程師們還能想到什么呢?比如盲人，他們好像對(duì)路上的障礙有著不可思議的直覺(jué)。人們把這叫做“面感視覺(jué)”，因?yàn)閾?jù)盲人說(shuō)感覺(jué)到有障礙物的時(shí)候就像臉部被觸摸一樣。一則報(bào)道稱(chēng)一位完全失明的男孩能憑借面感視覺(jué)繞著附近街區(qū)快速騎三輪車(chē)實(shí)驗(yàn)表明面感視覺(jué)實(shí)際上與“感”和“面”沒(méi)有任何關(guān)系，盡管這種感覺(jué)可能被認(rèn)為源自面部正前方，正如幻肢中的牽涉性痛感一樣。事實(shí)上，面感視覺(jué)是通過(guò)耳朵傳輸?shù)?。盡管盲人并沒(méi)有意識(shí)到這一點(diǎn)，但實(shí)際生活中他們的確在運(yùn)用自己的步伐以及其他聲苦的回聲來(lái)感覺(jué)路上障礙物的存在這個(gè)事實(shí)沒(méi)有被發(fā)觀之前，其實(shí)工程師們已經(jīng)利用這條原理制造了很多設(shè)備，比如用回聲來(lái)測(cè)量船底海洋的深度。在這項(xiàng)技術(shù)發(fā)明之后，武器制造者很快就將其改良來(lái)偵測(cè)潛水艇。二戰(zhàn)期間，交戰(zhàn)雙方都充分運(yùn)用了這些設(shè)備，代號(hào)分別是英國(guó)的Asdic和美國(guó)的Sonar以及美國(guó)的Radar或是英國(guó)的 RDF，后兩者使用了雷達(dá)回聲技術(shù)而非聲波回聲技術(shù)。
E 當(dāng)時(shí)的雷達(dá)聲吶技術(shù)先驅(qū)們毫不知情，但現(xiàn)在所有人都明白了正是蝙蝠，或者說(shuō)是自然選擇在蝙蝠身上鬼斧神工，早在幾百萬(wàn)年前就已經(jīng)使這種技術(shù)達(dá)到完美境界，而蝙蝠的“雷達(dá)”在探測(cè)及導(dǎo)航方面取得的完美成果足以讓人類(lèi)工程師佩服到啞口無(wú)言。從技術(shù)角度講，說(shuō)蝙蝠有雷達(dá)功能是不準(zhǔn)確的，因?yàn)樗鼈儾](méi)有運(yùn)用無(wú)線電波，而只是運(yùn)用了聲吶系統(tǒng)。但實(shí)際上雷達(dá)和聲吶的基本原理是非常相似的，而且大多數(shù)關(guān)于蝙蝠行為細(xì)節(jié)的科學(xué)理解都是利用雷達(dá)理論完成的。美國(guó)動(dòng)物學(xué)家Donald Griffin教授第一個(gè)發(fā)現(xiàn)蝙蝠利用聲吶技術(shù)，由此，他創(chuàng)造出了一個(gè)新的詞匯：回聲定位。這個(gè)詞涵蓋了動(dòng)物和人類(lèi)所利用的雷達(dá)及聲吶系統(tǒng)。
TEST 1 PASSAGE 2 參考譯文：
節(jié)約每滴水
A人類(lèi)的文明史總是與學(xué)習(xí)利用水資源的歷史交織在一起的。隨著城鎮(zhèn)規(guī)模的不斷擴(kuò)大，水被從遙遠(yuǎn)的源頭引流到城鎮(zhèn)，這促成了水壩和水渠等復(fù)雜工程的修建。在羅馬帝國(guó)鼎盛時(shí)期，人們修建了9條主要水利系統(tǒng)，其疏水管道和污水管道均以革新的方式鋪設(shè)，為城區(qū)居民提供用水。當(dāng)時(shí)羅馬城內(nèi)居民人均用水量和現(xiàn)今工業(yè)社會(huì)很多地區(qū)的人均用水量相當(dāng)。
B 在19世紀(jì)和20世紀(jì)工業(yè)革命及人口擴(kuò)張時(shí)期，水的需求量集聚增長(zhǎng)。此時(shí)，出現(xiàn)了史無(wú)前例的大型水利工程：這些數(shù)以萬(wàn)計(jì)的水利工程旨在防洪，保證清潔水資源的供應(yīng)，提供足夠的水用于農(nóng)田灌溉和水力發(fā)電，這造福了上千萬(wàn)人。食品供應(yīng)能跟上人口劇增主要是由于人工灌溉系統(tǒng)的增長(zhǎng)使得世界糧食產(chǎn)量提高了40%。世界上五分之一的電都是通過(guò)水力推動(dòng)渦輪機(jī)而產(chǎn)生的。
C 當(dāng)然我們也要看到事情不足的一面：雖然我們?nèi)〉昧诉M(jìn)步，但世界上仍有一半的人口享受的供水服務(wù)還比不上古希臘和古羅馬時(shí)期。正如聯(lián)合國(guó)2001年9月在關(guān)于飲用水權(quán)利的報(bào)告中指出的那樣：全世界仍然有超過(guò)10億的人口無(wú)法獲得干凈的飲用水，25億人缺乏充足的衛(wèi)生設(shè)施。每天有1~2萬(wàn)名兒童死于與水相關(guān)的各種可預(yù)防疾病，而最新證據(jù)表明我們解決上述問(wèn)題的力度還遠(yuǎn)遠(yuǎn)不夠。
D我們水資源政策的后果遠(yuǎn)非僅僅危及人類(lèi)健康那么簡(jiǎn)單，為了修建大壩和水庫(kù)，上千萬(wàn)人在未被告知或補(bǔ)償?shù)那闆r下被迫背井離鄉(xiāng)。超過(guò)20%的淡水魚(yú)類(lèi)現(xiàn)在瀕臨威脅或是瀕臨滅絕，原因是修建水庫(kù)及水資源開(kāi)采破壞了它們繁衍生息的天然河流生態(tài)系統(tǒng)。有些灌溉系統(tǒng)破壞了土壤的質(zhì)量，從而導(dǎo)致農(nóng)業(yè)產(chǎn)量下降。在印度、中閏、美國(guó)的某些地區(qū)以及世界其他地方，地表水含水層正在快速下降，下降的速度已經(jīng)超出了它們自我更新和補(bǔ)充的能力。而關(guān)于水資源如何合理分配的爭(zhēng)議也在不斷導(dǎo)致暴力事件的出現(xiàn)，從而加劇了地區(qū)、國(guó)家乃至國(guó)際間的緊張局勢(shì)。
E然而，新千年伊始，資源規(guī)劃者關(guān)于水資源的思路開(kāi)始有了改變。焦點(diǎn)慢慢轉(zhuǎn)回到了保證基本水資源供應(yīng)和滿(mǎn)足環(huán)保需要這兩大當(dāng)務(wù)之急上，將過(guò)去“少部分人先用起來(lái)”的水資源政策變成了現(xiàn)在的“人人有水用”政策。一些水力專(zhuān)家強(qiáng)調(diào)現(xiàn)有的水力設(shè)施應(yīng)該更好地被利用起來(lái)，而不是再建新項(xiàng)目——新建水力項(xiàng)目應(yīng)該被作為最后一根救命稻草而不是第一要?jiǎng)?wù)。這種觀念上的轉(zhuǎn)變并沒(méi)有被普遍接受，相反卻遭到了很多水利建設(shè)部門(mén)的強(qiáng)烈反對(duì)。然而，也許這正是能夠成功解決燃眉之急的唯一出路，確保每個(gè)人都有純凈水可喝，有充足的水源用于農(nóng)業(yè)種植，以使人們面授各種與水相關(guān)病癥的困擾。
F 出人意料的是，人們對(duì)水的需求量所幸并沒(méi)有像某些人預(yù)測(cè)的那樣劇增。因此過(guò)去20年中，建設(shè)新水利項(xiàng)目的壓力也隨之漸漸消退。盡管在發(fā)達(dá)國(guó)家，人口仍然急劇膨脹，工業(yè)和經(jīng)濟(jì)依然高速發(fā)展，但人們開(kāi)采地下水和地表水的速度卻減緩了下來(lái)。在全球某些地區(qū)，人們對(duì)水資源的需求量甚至下降了。
G 這個(gè)顯著的轉(zhuǎn)變究竟該如何解決呢?我想大致有兩個(gè)因素：其一，人們已經(jīng)懂得如何更有效的利用水資源，社會(huì)各界也在重新思考各自用水的優(yōu)先權(quán)。在20實(shí)際的前75年間，人均用水量增加了一倍。在美國(guó)，人口增長(zhǎng)了4倍，而用水量竟然翻了10倍。但自從1980年以來(lái)，人均用水量下降了，這主要得益于一系列新技術(shù)在家庭及工業(yè)節(jié)水方面的作用。例如，字1965年，日本要用1300萬(wàn)加侖的水才能產(chǎn)出100萬(wàn)美元的商業(yè)價(jià)值，而截至到1989年，就算算上了通貨膨脹，只用350萬(wàn)加侖的水就足以產(chǎn)出相同的商業(yè)價(jià)值了，這幾乎相當(dāng)于原來(lái)產(chǎn)出的4倍。在美國(guó)，水資源的使用已經(jīng)從80年代的頂峰時(shí)期下降了20%。
H 另一方面，水庫(kù)、引水渠以及其他水利設(shè)施還是需要休假的，特別是在發(fā)展中國(guó)家基本水資源仍不能保證供應(yīng)的地區(qū)。但與過(guò)去相比，這些水利設(shè)施的建設(shè)一定要更加規(guī)范化，要對(duì)當(dāng)?shù)氐娜嗣龀龈蛹?xì)致的說(shuō)明，同時(shí)還需要考慮環(huán)保的要求。即使既定地區(qū)水利工程建設(shè)似乎已得到保證，我們也要想辦法用較少的資源滿(mǎn)足較多需求，保護(hù)當(dāng)?shù)厣鷳B(tài)，并做到少花錢(qián)、多辦事。
TEST 1 PASSAGE 3 參考譯文：
暗示教學(xué)法
Bernie Neville的《暗示教學(xué)法》一書(shū)，主要著眼于激進(jìn)的新式學(xué)習(xí)方法，講述了情感、想象力以及潛意識(shí)在學(xué)習(xí)過(guò)程中所起的作用。書(shū)中討論到了由Geaorge Lozanov提出的一個(gè)理論，那就是暗示的力量。
Lozanov的教學(xué)技巧主要基于這樣的證據(jù)：在無(wú)意識(shí)狀態(tài)下(他稱(chēng)此為非特異性心理反應(yīng))大腦所作出的各種聯(lián)系要比在有意識(shí)狀態(tài)下作出的持續(xù)更長(zhǎng)時(shí)間。除了實(shí)驗(yàn)室證據(jù)可以證明這一點(diǎn)之外，我們自身的經(jīng)歷也表明我們通常會(huì)記住自己所觀察到的周邊信息，而忘記最開(kāi)始的學(xué)習(xí)目的?；叵胍幌聨讉€(gè)月前或是幾年前學(xué)過(guò)的課本，會(huì)發(fā)現(xiàn)我們能夠輕易地回想起一些無(wú)關(guān)緊要的細(xì)節(jié)，比如書(shū)的顏色、裝訂、字體或是我們當(dāng)時(shí)在圖書(shū)館閱讀此書(shū)時(shí)做過(guò)的桌子，而不是回想起當(dāng)時(shí)我們集中精力所看的課本的內(nèi)容。再試著回想一下我們?cè)?jīng)認(rèn)真聆聽(tīng)過(guò)的講座，較之應(yīng)該聽(tīng)到的演講主題而言，我們會(huì)更容易回想起演講者的容貌和舉止風(fēng)度，我們?cè)趫?bào)告廳的位置甚至是當(dāng)時(shí)壞掉的空調(diào)。及時(shí)這些周邊細(xì)節(jié)是比較容易忘掉的，但在催眠狀態(tài)下，或是當(dāng)我們像演心理劇那樣在想象中重溫當(dāng)時(shí)的情景時(shí)，這些周邊信息就能很快的被回想起來(lái)。而另一方面，演講內(nèi)容的細(xì)節(jié)信息早就被拋到九霄云外去了。
這種現(xiàn)象的產(chǎn)生有一部分歸因于常見(jiàn)的起反作用效果的學(xué)習(xí)方法(拼盡全力去記憶，令肌肉緊張，最終導(dǎo)致疲憊)。但同時(shí)它也恰恰反映出大腦運(yùn)轉(zhuǎn)的方式。據(jù)此Lozanov建立了他教育系統(tǒng)的核心：間接教學(xué)法，也叫暗示法。在他稱(chēng)之為暗示教學(xué)法(suggestopedia)的方法中，學(xué)生的注意力被從本該集中精力學(xué)習(xí)的課程上轉(zhuǎn)移到了外部信息上。這樣課程本身就成了外部信息，由此就可以被大腦的儲(chǔ)備功能來(lái)處理。
外語(yǔ)學(xué)習(xí)中的暗示教學(xué)法是這一理論的絕佳例證。這種方法最新的改良版本(1980年)是學(xué)生邊聽(tīng)音樂(lè)邊朗讀單詞和課文。第一節(jié)課被分成了兩部分：第一部分中，教師會(huì)伴隨著古典音樂(lè)(莫扎特，貝多芬，勃拉姆斯)的旋律以緩慢且莊嚴(yán)的語(yǔ)調(diào)朗讀課文。學(xué)生則跟著看課文。接著是數(shù)分鐘的靜默。下一部分中，學(xué)生們要聽(tīng)的是巴洛克音樂(lè)(巴赫. 柯瑞里，亨德?tīng)?，此時(shí)教師用正常的語(yǔ)音語(yǔ)速朗讀，而學(xué)生將書(shū)本合上。整節(jié)課上學(xué)生的注意力都是被動(dòng)的，他們只是聽(tīng)音樂(lè)而并不學(xué)習(xí)課本內(nèi)容。
事先，學(xué)生們已經(jīng)為這種語(yǔ)言學(xué)習(xí)體驗(yàn)做足了準(zhǔn)備。通過(guò)與老師以及對(duì)體驗(yàn)效果感到滿(mǎn)意的學(xué)生的交流，他們形成了一種期待，那就是接下來(lái)的學(xué)習(xí)將是簡(jiǎn)單輕松的，他們?cè)谝还?jié)課的時(shí)間里就可以成功記憶幾百個(gè)外語(yǔ)詞匯。在上課之前的講話(huà)中，教師會(huì)向?qū)W生們簡(jiǎn)單介紹要講的內(nèi)容，但不是去“講授”內(nèi)容。同樣，學(xué)生也會(huì)被告知在這個(gè)介紹的過(guò)程中，不要試圖記住所介紹內(nèi)容。
兩段式課程結(jié)束幾小時(shí)后，會(huì)有一個(gè)跟進(jìn)課程鼓勵(lì)學(xué)生們回憶剛才課上所學(xué)的內(nèi)容。教學(xué)方法同樣是間接的。學(xué)生還是不必集中精力去記憶這些詞匯，而是嘗試將這些詞匯用于交流(比如通過(guò)游戲或是即興演出)。這些方式在語(yǔ)言教學(xué)中十分常見(jiàn)。但間接暗示法的特殊之處就在于它完全致力于幫助回憶，對(duì)內(nèi)容的學(xué)習(xí)是自動(dòng)的，不費(fèi)吹灰之力的，聽(tīng)著小曲兒就搞定了。教師的主要任務(wù)就是輔助學(xué)生將他們?cè)谀：庾R(shí)狀態(tài)下所學(xué)的東西進(jìn)行用，因而是的學(xué)到的東西在有意識(shí)狀態(tài)下也可以輕易獲得。與傳統(tǒng)教學(xué)模式的另外一點(diǎn)不同就是在間接暗示方法下，學(xué)生通常課以輕易地記住1000個(gè)生詞以及語(yǔ)法點(diǎn)和成語(yǔ)。
Lozanov試驗(yàn)過(guò)在睡眠狀態(tài)下、催眠狀態(tài)下或精神恍惚之際給出的也接暗示的教學(xué)法，結(jié)果發(fā)現(xiàn)這些過(guò)程都是沒(méi)有必要的。催眠術(shù)、瑜珈、西瓦心靈術(shù)、宗教議式以及精神療法都與成功的暗示相關(guān)，但看上去好像沒(méi)有哪一種技巧是在使用暗示法時(shí)必不可少的。這些儀式可能被視作安慰劑。Lozanov認(rèn)為他的體系中圍繞暗示所進(jìn)行的儀式實(shí)際上也是安慰劑。但同時(shí)也指出如果沒(méi)有這種安慰劑，人們就不能甚至懼怕使用他們大腦的儲(chǔ)備容量。正如任何一種安慰劑一樣，它也要獲得權(quán)威部門(mén)的認(rèn)可才能有效果。正如醫(yī)生充分利用權(quán)威暗示的力量，堅(jiān)持要求病人必須每天三次、餐前服用某種白色膠囊一樣，Lozanov也堅(jiān)決要求暗示教學(xué)法一定要按照事先指定好的方式進(jìn)行，并且要由培訓(xùn)過(guò)的合格教師來(lái)執(zhí)行。
盡管憑借現(xiàn)代語(yǔ)言教學(xué)中的成功案例，暗示教學(xué)法有了一定程度的名氣，但幾乎沒(méi)有一個(gè)教師能夠取得像Lozanov和他的同僚那樣顯著的成就。也許我們可以將這些平庸的成果歸咎為安慰劑效果不足。學(xué)生還沒(méi)有形成適當(dāng)?shù)乃季S體系，在運(yùn)用這種方法學(xué)習(xí)的時(shí)候他們沒(méi)有充分被激發(fā)，他們沒(méi)有足夠的“信念”。
他們認(rèn)為這不是真正的教學(xué)，尤其是因?yàn)檫@種教學(xué)方法并沒(méi)有涉及他們學(xué)會(huì)相信的學(xué)習(xí)之根本——那就是“學(xué)”。
劍橋雅思閱讀7原文解析(test1)
Passage1
Question 1
答案：B
關(guān)鍵詞：wildlife other than bats. . . do not rely on vision. . .
定位原文：B段第2句: “Bats are not the only creatures to face this difficulty today”.
解題思路: 題目問(wèn)哪一段舉出了除了蝙蝠之外不需要視覺(jué)導(dǎo)航的物種的例子，B段中說(shuō)了被捕獵的昆蟲(chóng)、深海魚(yú)類(lèi)、鯨魚(yú)、海豚等物種在鮮有光線或者完全黑暗的環(huán)境下是如何生活的，比較容易定位。
Question 2
答案：A
關(guān)鍵詞: early mammals avoid dying out
定位原文: A段倒數(shù)第2句: “In the time when the dinosaurs …”
解題思路: ancestors 等同于early mammals, survive 等同于avoid dying out。
Question 3
答案：A
關(guān)鍵詞: why … hunt in the dark
定位原文: A段第5句: “Given that there is a living...”
解題思路: 聯(lián)系上下文，對(duì)應(yīng)句說(shuō)了物競(jìng)天擇使蝙蝠晚上捕食，后面說(shuō)了這個(gè)可能追溯到過(guò)去，那時(shí)恐龍白天捕食，使哺乳動(dòng)物不得不晚上捕食
Question 4
答案：E
關(guān)鍵詞：a particular discovery
定位原文: E段倒數(shù)第2句話(huà) “… and much of our scientific understanding of the details...”
解題思路: 理解定位句意義：大多數(shù)關(guān)于蝙蝠行為細(xì)節(jié)的科學(xué)理解都是利用雷達(dá)理論完成的
Question 5
答案：D
關(guān)鍵詞： early military echolocation
定位原文: D段倒數(shù)第2句和最后1句: “After this technique had been invented....” “Both sides in the Second World War ...”
解題思路: 第二次世界大戰(zhàn)可以對(duì)應(yīng)early一詞。
Question 6
答案：phantom
關(guān)鍵詞： facial vision / pain / arm or leg
定位原文: D段第5句 “… like the referred pain in a phantom limb”
解題思路: 通過(guò)填空題的小標(biāo)題“Facial Vision”，首先可以把此題迅速定位到文章的D段，緊接著可以在D段的第5句尋找到定位關(guān)鍵詞referred pain。
Question 7
答案：echoes/obstacles
關(guān)鍵詞：perceiving / ears
定位原文: D段第6句、第7句 “The sensation of facial vision… the presence of obstacles”.
解題思路: 此題需要將兩句話(huà)放在一起理解：而感視覺(jué)是通過(guò)耳朵傳輸?shù)模M管盲人并沒(méi)有意識(shí)到這一點(diǎn)，但現(xiàn)實(shí)生活中他們的確在運(yùn)用自己的步伐以及其他聲音的回聲來(lái)感覺(jué)路上障礙物的存在。perceive一詞在雅思學(xué)術(shù)類(lèi)閱讀考試當(dāng)中多次出現(xiàn)，是“感知;感覺(jué);察覺(jué)”的意思，相當(dāng)于原文中的sense。綜上分析得出答案echoes或obstacles。
Question 8
答案：depth
關(guān)鍵詞: before / instruments / calculated / seabed
定位原文: D段倒數(shù)第3句: “… for example to measure the depth of the sea under a ship”
解題思路: 按照解題順序，找到介詞before，接著找到instruments，并很快找到題目中關(guān)鍵詞 calculated的同義同measure，然后就以順利找到正確答案depth。
Question 9
答案：submarines
關(guān)鍵詞：wartime / finding
定位原文: D段倒數(shù)第2句：“After this technique had been invented…”
解題思路: 看到weapons designers 可以聯(lián)想到wartime, detection是探測(cè)的意思，與題目中的finding同義，由此可知答案是submarines. 這里特別提醒考生，如果不變復(fù)數(shù)是不得分的。
Question 10
答案: natural selection
關(guān)鍵詞：radar/ resulted in/ radar-like / bats
定位原文: E段第1句: “… or rather natural selection…”
解題思路: 題目：早在雷達(dá)發(fā)明之前，是什么在蝙蝠身上進(jìn)化出了復(fù)雜的類(lèi)雷達(dá)系統(tǒng)呢? Sophisticated一詞指“稍密的;復(fù)雜的”。根據(jù)題意, 考生需要尋找一個(gè)蝙蝠擁有精確定位本領(lǐng)的原因。原因連接詞在這用并沒(méi)有出現(xiàn)，但perfect一詞卻可以告訴我們是自然選擇使然，所以正確答案是 natural selection。
Question 11
答案：radio waves/echoes
關(guān)鍵詞: not used
定位原文: E段第2句: “It is technically incorrect to…”
解題思路: 題目說(shuō)蝙蝠也使用雷達(dá)實(shí)際上是不正確的，因?yàn)樵趯?dǎo)航的時(shí)候它們根本沒(méi)有使用____。not used是關(guān)鍵詞，題目中以被動(dòng)語(yǔ)態(tài)的形式出現(xiàn)，文章中則變成主動(dòng)語(yǔ)態(tài)，但因?yàn)楹诵膭?dòng)詞use 沒(méi)有改變，所以此題很簡(jiǎn)單，正確答案是radio waves。
Question 12
答案：mathematical theories
關(guān)鍵詞：radar / sonar/ similar
定位原文: E段第4句: “But the underlying mathematical theories…”
解題思路: 題目：雷達(dá)和聲吶是基于相似的____。先在E段后部找到radar和sonar兩個(gè)關(guān)鍵詞，接著找到similar，空里要填的名詞應(yīng)該就不遠(yuǎn)了。此處語(yǔ)序有所變動(dòng)，但是仍然很容易找到答案mathematical theories，因?yàn)轭}干中要求最多用兩個(gè)詞填空，因此前面的underlying就不能填了。
Question 13
答案：zoologist
關(guān)鍵詞： echolocation/ first / someone
定位原文: E段最后1句: “The American zoologist…”
解題思路: 第一次使用聲吶一詞的人的職業(yè)是____。只要知道coin詞有“發(fā)明;創(chuàng)造;杜撰”的意思，就能輕易聯(lián)想到first used。而根據(jù)文章，這個(gè)詞是由一個(gè)叫Donald Griffin的zoologist發(fā)明的，由此得出答案。
Test 1 Passage 2
Question 14
答案：xi
關(guān)鍵詞：ancient
定位原文: A段最后1句出現(xiàn)了the Roman Empire
解題思路: 本段第1句定下了段落的主要內(nèi)容為古代對(duì)水資源的管理，接下來(lái)講了城鎮(zhèn)的發(fā)展帶來(lái)大壩和引水渠的發(fā)展，最后講述了羅馬帝國(guó)鼎盛時(shí)期的水利系統(tǒng)。因此本段的主題是古代的供水系統(tǒng)。
Question 15
答案： vii
關(guān)鍵詞：health
定位原文: C段倒數(shù)第2句出現(xiàn) sanitation, 最后一句“preventable water-related diseases kill…”
解題思路: C段最后1句說(shuō)到：每天大約1-2萬(wàn)名兒童死于與水相關(guān)的各種可預(yù)防性疾病，新證據(jù)表明我們解決上述問(wèn)題的力度還遠(yuǎn)遠(yuǎn)不夠。雖然不能夠在首句就感覺(jué)到這一段是在談健康與水供給之間的關(guān)系，但是看了下面的文字，就可感覺(jué)到作者在談健康,特別是sanitation一詞出現(xiàn)后，基本可以確定答案是vii 。
Question 16
答案： v
關(guān)鍵詞：effect
定位原文: D段從第2句開(kāi)始的整個(gè)段落
解題思路: D段是一個(gè)描述性段落。第1句話(huà)就說(shuō)“我們水資源政策的后果遠(yuǎn)非僅僅危及人類(lèi)健康那么簡(jiǎn)單”，承上啟下，顯然這一段不是講健康了，但同時(shí)我們也更加確認(rèn)C段是在講健康方面的問(wèn)題，那么個(gè)人健康講完了，要不要講一下地球的健康呢?于是考生在這一段找到了freshwater fish… threatened… endangered… degrade… soil quality… reduce… agricultural productivity… 等等與環(huán)境相關(guān)的同語(yǔ)，所以不必讀到最后，考生應(yīng)該已經(jīng)能夠看出這道題目的答案是v。
Question 17
答案：i
關(guān)鍵詞：revision, policy
定位原文: E段第1句
解題思路: E段首句說(shuō): “At the outset of the new millennium，however，the way resource planners think about water is beginning to change”. 這句話(huà)當(dāng)中的changed正好可以與revision相對(duì)應(yīng)。在第三句考生還可以找到Some water experts are now demanding…，這就對(duì)上了答案中的scientists call for。在下面考生還可以找到this shift in philosophy，這一點(diǎn)又可以對(duì)應(yīng)policy. 縱觀全段，shift, shifting等表示變化的詞不斷出現(xiàn)，所以最合適的答案就是i。
Question 18
答案： ix
關(guān)鍵詞：surprisingly downward
定位原文: F段第1句
解題思路: F段首句說(shuō)：Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. F段末句提到：And in a few parts of the world, demand has actually fallen. 合起來(lái)看，正好可以與heading當(dāng)中的“令人驚奇的下降趨勢(shì)”相對(duì)照，很好選擇的一題。
Question 19
答案： ii
關(guān)鍵詞：explanation, reduced
定位原文: G段第1句
解題思路: “What explains this remarkable turn of events?” 此句中的turn of events指的就是F段中提到的水需求量下降一事，所以答案應(yīng)該選擇ii。如果考生把F段和G段連起來(lái)看的話(huà)，會(huì)發(fā)現(xiàn)選項(xiàng)的邏輯連貫性。
ix: a surprising downward trend in demand for water
ii: an explanation for reduced water use
Question 20
答案: x
關(guān)鍵詞：raise, standard
定位原文: H段第2句: “But such projects must be…”
解題思路: H段第2句的higher specifications等于選項(xiàng)中的raise standards，也比較容易理解答案是x。
Question 21
答案：NO
關(guān)鍵詞：Ancient Rome
定位原文: A段最后1句：“At the height of the Roman Empire…” 在羅馬帝國(guó)鼎盛時(shí)期，人們修建了9 條主要水利系統(tǒng)，其疏水管道和污水管道均以革新的方式鋪設(shè)，為城區(qū)居民提供用水。當(dāng)時(shí)羅馬城內(nèi)居民人均用水量和現(xiàn)今工業(yè)社會(huì)很多地區(qū)的人均用水量相當(dāng)。
解題思路:關(guān)鍵詞是as much…as，這個(gè)詞組與題干中的higher than相抵觸，兩者明顯不符。所以答案為NO。
Question 22
答案： YES
關(guān)鍵詞： irrigation system 或者按照順序原則定位在B段
定位原文: B段倒數(shù)第2句: “Food production has kept pace with …” 食品供應(yīng)能跟得上人口猛增主要是由于人工灌溉系統(tǒng)的增長(zhǎng)使得世界糧食產(chǎn)量提高了40%
解題思路: 題中的feeding increasing population在文中對(duì)應(yīng)Food production has kept pace with soaring populations, 題中的due primarily to變成文中的mainly because of, 而題中的 improved irrigation system則成了文中的expansion of artificial irrigation systems。
Question 23
答案：NOT GIVEN
關(guān)鍵詞：ancient Greeks and Romans
定位原文: 在C段第1句 “…with water services inferior to those available to the ancient Greeks and Romans” 世界上有一半的人口享受的供水服務(wù)還比不上古希臘和古羅馬時(shí)期
解題思路: 題干中的古希臘、古羅馬終于出現(xiàn)了，但是周?chē)緵](méi)有任何語(yǔ)句表明現(xiàn)代人模仿了他們的水利系統(tǒng)，從上面這句話(huà)也完全無(wú)法推出這個(gè)結(jié)論，可見(jiàn)題目是無(wú)中生有，屬于完全沒(méi)有提及型的 NOT GIVEN。
Question 24
答案：NO
關(guān)鍵詞： industrial growth
定位原文: F段第3句、第4句: “ Although population, industrial output… has actually fallen”. 盡管在發(fā)達(dá)國(guó)家，人口仍然急劇膨脹，工業(yè)和經(jīng)濟(jì)依然高速發(fā)展，但人們開(kāi)采地下水和地表水的速度卻減緩了下來(lái)。在全球某些地區(qū)，人們對(duì)水資源的需求量甚至下降了。
解題思路: 題目中稱(chēng)工業(yè)增長(zhǎng)使水需求量整體上升，而文中卻說(shuō)速度放緩，甚至需求量下降，兩者顯然是抵觸的，所以答案是NO。
Question 25
答案：YES
關(guān)鍵詞：modem technologies, domestic或者跟隨24題順序找到G段
定位原文: G段第4句 “But since 1980…” 但自從 1980年以來(lái)，人均用水量確實(shí)是下降了，這主要得益于一系列新技術(shù)在家庭及工業(yè)節(jié)水方面的作用。
解題思路: 文中的decreased對(duì)應(yīng)題目中的reduction, 都指需水量的下降。這是一道很容易辨別的YES。
Question 26
答案：NOT GIVEN
關(guān)鍵詞： government, water infrastructures
定位原文: H段位于第1句的infrastructure
解題思路: 原文只是說(shuō)未來(lái)還會(huì)建各種設(shè)施，但沒(méi)有提到國(guó)家是否應(yīng)該擁有水利設(shè)施
Test 1 Passage 3
Question 27
答案：D
關(guān)鍵詞：Educating Psyche
定位原文: 第1段首句：“Educating Psyche by Bemie Neville is …”
解題思路: 作者開(kāi)篇就揭示了本書(shū)的主要內(nèi)容，是關(guān)于激進(jìn)的新型教學(xué)法的。題干中的 mainly concern 等同于文中的look at; radical new兩個(gè)形容詞等同于D選項(xiàng)中的not traditional，因此可以判定正確答案是D。個(gè)別同學(xué)會(huì)被C困擾，因?yàn)槊菜芿motion, imagination, unconscious 這樣的詞在文中第一段也出現(xiàn)了，仔細(xì)辨別the effects of emotion, imagination and the unconscious on learning這句話(huà)，就會(huì)發(fā)現(xiàn)它說(shuō)的是情感，想象力和潛意識(shí)對(duì)學(xué)習(xí)的影響，而不是C答案中情感對(duì)想象力及潛意識(shí)的影響，這是典型的混淆項(xiàng)。
Question 28
答案： A
關(guān)鍵詞：Lozanov’s theory
定位原文: 第2段第2句 “Besides the laboratory evidence for this…”
解題思路: 這句之后作者馬上舉出兩個(gè)例子：讀書(shū)和聽(tīng)演講，我們沒(méi)有記住書(shū)的內(nèi)容，也沒(méi)記住演講的主題，卻能夠較易回憶起書(shū)的顏色、裝訂、字體以及演講者的容貌舉止，甚至是禮堂里壞掉的空調(diào)，這些小細(xì)節(jié)與主題相比微不足道。作者所舉的例子形象地說(shuō)明了題干中所說(shuō)的“當(dāng)我們努力要記起什么的時(shí)候，我們記住的往往是些無(wú)關(guān)緊要的細(xì)節(jié)”，所以正確答案是A
Question 29
答案： B
關(guān)鍵詞：book/lecture
定位原文: 第2段
解題思路: 考生可以將C排除，因?yàn)槲恼虏⑽瓷婕斑@個(gè)選項(xiàng)的內(nèi)容。D選項(xiàng)所提到的催眠在第2段根本未被提及，也可以直接排除。A和B兩項(xiàng)中，A與文中所述內(nèi)容不符，文中是用兩個(gè)例子來(lái)說(shuō)明白我們記憶的時(shí)候，記住的往往是無(wú)關(guān)緊要的細(xì)節(jié)，而不是用來(lái)說(shuō)明書(shū)和演講對(duì)于促進(jìn)注意力集中的重要性。因此B是正確答案，文中所舉的兩個(gè)例子相當(dāng)于論據(jù)，用來(lái)證明他關(guān)于教學(xué)方法的理論是對(duì)充分根據(jù)的。
Question 30
答案：C
關(guān)鍵詞：Lozanov
定位原文: 第3段倒數(shù)第2句 “In suggestopedia, as he called his method…”
解題思路: 選項(xiàng)C中 something other than the curriculum content剛好可以和上句中的shifted away from the curriculum to focus on something peripheral相對(duì)應(yīng)。即使考生根本不認(rèn)識(shí)peripheral一詞，也可以從shift away這個(gè)詞組猜測(cè)出來(lái)重點(diǎn)被從curriculum上轉(zhuǎn)移到別的東西上去了，然后可以推出正確答案是C
Question 31
答案：FALSE
關(guān)鍵詞： in the fourth paragraph
定位原文: 第4段第4句到第7句 “…the teacher reads the text slowly and solemnly… in the second part … while the teacher reads the text in a normal speaking voice.”
解題思路: 文中提到教學(xué)的兩個(gè)階段：音樂(lè)從第一階段的古典音樂(lè)到了第二階段的巴洛克式音樂(lè)，老師也從第一階段的“用緩慢且莊嚴(yán)的語(yǔ)調(diào)朗讀課文”變成了第二階段的“用正常聲調(diào)朗讀課文”，這就證明改變的不僅僅是音樂(lè)，還有老師的朗讀方法
Question 32
答案：FALSE
關(guān)鍵詞：prior to
定位原文: 文章第5段第2句: “through meeting with the staff…” 通過(guò)與老師以及對(duì)這種語(yǔ)言學(xué)習(xí)方式感到滿(mǎn)意的學(xué)生的交流，他們形成了一種期待：那就是接下來(lái)的學(xué)習(xí)將是簡(jiǎn)單輕松的
解題思路: 原文中的easy and pleasant與題目中的demanding互相矛盾，由此可知答案應(yīng)為FALSE
Question 33
答案：TRUE
關(guān)鍵詞：follow-up
定位原文: 第6段第4句：“Such methods are not unusual in language teaching”
解題思路: 這些方式在語(yǔ)言教學(xué)中十分尋常。言外之意，暗示教學(xué)法跟進(jìn)課程中所用的教學(xué)方法比如games或者improvised dramatisation，在普通教學(xué)中也被用到，推測(cè)一下，即為跟進(jìn)課程使用了與傳統(tǒng)課堂相似的教學(xué)方法。
Question 34
答案：NOT GIVEN
關(guān)鍵詞：improvements in their memory
定位原文: 第6段最后1句 “Another difference from conventional teaching is …” 與傳統(tǒng)教學(xué)模式不同的是，在間接暗示方法下，學(xué)生通?？梢暂p易記住1000個(gè)生詞以及語(yǔ)法點(diǎn)和成語(yǔ)。
解題思路: 作者僅僅是說(shuō)采用暗示方法的學(xué)生記往了1000個(gè)單詞，這高于傳統(tǒng)教學(xué)方法的成果。但是并沒(méi)有說(shuō)記住1000個(gè)單詞，就代表他們的記憶能力有了所謂的提高，從文中給出的證據(jù)，我們是無(wú)法推知這個(gè)結(jié)論的。因此答案是NOT GIVEN
Question 35
答案：NOT GIVEN
關(guān)鍵詞：teachers
定位原文: 第6段最后1句 “Another difference from conventional teaching is …”
解題思路: 文中提到了suggestopedia及conventional teaching，但主要講了兩者的區(qū)別與聯(lián)系，并未標(biāo)明教師對(duì)兩者的偏好，因此答案為NOT GIVEN.
Question 36
答案：TRUE
關(guān)鍵詞： new vocabulary
定位原文: 第6段最后1句 “Another difference from conventional teaching is …” (與傳統(tǒng)教學(xué)模式的另外一點(diǎn)不同就是在間接暗示方法下，學(xué)生通?？梢暂p易記住1000個(gè)生詞以及語(yǔ)法點(diǎn)和成語(yǔ)。)
解題思路: conventional teaching等同于題目中的ordinary class, difference 一詞就暗示了暗示教學(xué)法比傳統(tǒng)教學(xué)方法的進(jìn)步，而后面強(qiáng)調(diào)學(xué)生在暗示方法下可以記住多達(dá)1000個(gè)新詞，顯然比在傳統(tǒng)教學(xué)方法下記憶的更多。因此答案是TRUE.
Question 37
答案： F
關(guān)鍵詞：hypnosis/ however/a certain amount/convince
定位原文: 第7段第4句: “Lozanov acknowledges that …”
解題思路: 與其他如催眠那樣的方法相比，暗示教學(xué)法使用了一種不那么直接的暗示方法。然而，Lonazov承認(rèn)為了說(shuō)服學(xué)生，一定量的37還是必要的，盡管37只是一種38。
從Lozanov acknowledges向后尋找，很快找到a這個(gè)冠詞，后而就是38空要填的詞H placebo,返回頭尋找曾經(jīng)出現(xiàn)在詞庫(kù)里的名詞，考生就得到了F ritual
Question 38
答案：H
關(guān)鍵詞：hypnosis/ however/a certain amount/convince
定位原文: 第7段第4句: “Lozanov acknowledges that …”
解題思路: 從Lozanov acknowledges向后尋找，很快找到a這個(gè)冠詞，后而就是38空要填的詞H placebo
Question 39
答案： K
關(guān)鍵詞：follow a set procedure/ although/most other teacher
定位原文: 最后1段第1句: “While suggestopedia has gained…”
解題思路: 題目中的句子翻譯為：再者，如果暗示教學(xué)法要取得成功，教師就必須遵循一套教學(xué)流程。盡管Lozanov的方法已經(jīng)變得很 39 ,然而大多數(shù)其他教師的使用結(jié)果都是40
文章中說(shuō)暗示教學(xué)法gained some notoriety. notoriety是此題關(guān)鍵，本來(lái)此詞是臭名昭著的意思，但在這里貶義褒用，取著名之意。那么K well known 顯然就比spectacular更合適了，故39 題應(yīng)該選K。
Question 40
答案： G
關(guān)鍵詞: follow a set procedure/ although/most other teacher
定位原文: 最后1段第1句: “While suggestopedia has gained…”
解題思路: 根據(jù)文章，L的方法是spectacular的。那么教師的結(jié)果應(yīng)該與之相反，因此40空應(yīng)該填G unspectacular。
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