劍橋雅思閱讀9原文答案解析(test4)
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劍橋雅思閱讀9原文(test4)
READING PASSAGE 1
You should spend about 20 minutes on Questions 1—13, which are based on Reading Passage 1 below.
The life and work of Marie Curie
Marie 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 earnings 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 the spring 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 husband’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 around 1930. 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—6
Do the following statements agree with the information given in Reading Passage 1? In boxes 1—6 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
1 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—13
Complete 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 radioactivity
? When uranium was discovered to be radioactive, Marie Curie found that the element called 7______ had the same property.
? Marie and Pierre Curie’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 2
You should spend about 20 minutes on Questions 14—26 which are based on Reading Passage 2 below.
Young children’s sense of identity
A. 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 then psychologists 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 awareness 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 as active 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: ‘The self is essentially a social structure, and it arises in social experience… it is impossible to conceive of a self arising outside of social experience.’
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—19
Reading 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 study
15 the role of imitation in developing a sense of identity
16 the age at which children can usually identify a static image of themselves
17 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 behaviour
19 examples of the wide range of features that contribute to the sense of ‘self-as-object’
Questions 20—23
Look 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 to aggressive behaviour.
23 Observing their own reflection contributes to children’s self awareness.
List of Researchers
A James
B Cooley
C Lewis and Brooks-Gunn
D Mead
E Bronson
Questions 24—26
Complete 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 identity
First, 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 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.
Questions 27-30
Reading 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 Headings
i Commercial pressures on people in charge
ii Mixed views on current changes to museums
iii Interpreting the facts to meet visitor expectations
iv The international dimension
v Collections of factual evidence
vi Fewer differences between public attractions
vii Current reviews and suggestions
Example Answer
Paragraph A v
27 Paragraph B
28 Paragraph C
29 Paragraph D
30 Paragraph E
The Development of Museums
A. 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 relevant 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 environments 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 ‘a(chǎn)ttractiveness’, 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—36
Choose 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 industry
A 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 parks
A 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, experts
A 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 exhibits
A 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 because
A 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—40
Do the following statements agree with the information given in Reading Passage 3?
In boxes 37—40 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
37 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.
劍橋雅思閱讀10原文參考譯文(test4)
Passage 1參考譯文：
加利福尼亞州的特大火災(zāi)
干旱，房屋的大量擴(kuò)建，易燃物的過(guò)度供給導(dǎo)致美國(guó)西部發(fā)生更大更熱的火災(zāi)。
森林大火正在成為美國(guó)西部不斷增大的威脅，而加利福尼亞州南部是受影響最嚴(yán)重的地區(qū)。加利福尼亞州南部大火愈加頻發(fā)，盡管與其對(duì)抗的救火隊(duì)有著相比以前更為充分的準(zhǔn)備和多年消除由“圣安娜之風(fēng)”煽動(dòng)起的火災(zāi)的經(jīng)驗(yàn)，他們還是在控制大火上遇到了困難。這是有原因的。專(zhuān)家表示，總的來(lái)說(shuō)，現(xiàn)在的森林大火比過(guò)去溫度更高，蔓延得更快，擴(kuò)散蹤跡更為飄忽不定。
特大火災(zāi)，也稱(chēng)為“圍攻火”，是指近來(lái)頻發(fā)的能夠燒毀萬(wàn)英畝及以上土地的大火，這種大火燒毀的土地面積相當(dāng)于20年前一般森林大火破壞面積的10倍。據(jù)州政府統(tǒng)計(jì)和新聞報(bào)道顯示，最近幾場(chǎng)森林大火已被列入加利福尼亞州有史以來(lái)在燒毀面積上的最重大型火災(zāi)。
關(guān)于頻發(fā)超級(jí)火災(zāi)這一趨勢(shì)，其中一個(gè)解釋便是該地區(qū)通常夏天干燥，且近幾年降水量遠(yuǎn)遠(yuǎn)低于正常水平。專(zhuān)家表示，另外一個(gè)原因是與美國(guó)林務(wù)局一項(xiàng)長(zhǎng)達(dá)一個(gè)世紀(jì)的政策有關(guān)。該政策規(guī)定發(fā)生森林大火時(shí)應(yīng)盡快阻止大火。由此產(chǎn)生了無(wú)意識(shí)的后果，即是：中斷了灌木叢自然的根除過(guò)程，現(xiàn)在致使灌木叢成為特大火災(zāi)的主要燃料。
他們補(bǔ)充道，還有其他三個(gè)因素導(dǎo)致該趨勢(shì)。首先是氣候的變化，整個(gè)西部地區(qū)平均每年溫度上升1 華氏攝氏度。第二點(diǎn)是火險(xiǎn)季節(jié)相比20年前平均延長(zhǎng)了78天。第三，是在多樹(shù)地區(qū)房屋的不斷擴(kuò)建。
“我們?cè)谝兹嫉纳鷳B(tài)系統(tǒng)中不斷地建造我們的房屋，”馬薩諸塞州伍斯特市克拉克大學(xué)地理研究生院的副教授多米尼克?庫(kù)拉考斯基表示，“在美國(guó)西部大多數(shù)森林中這樣做，如同在一個(gè)活火山的邊上建房?！?/p>
至少十多年來(lái)，加利福尼亞州平均每年增加60多萬(wàn)人口，越來(lái)越多的住宅正在建造當(dāng)中?！霸欢瓤諘绲牡貛КF(xiàn)在是高密度的住宅屋群，這為火災(zāi)的發(fā)生提供了燃料?！奔永Ｄ醽喼萘謽I(yè)消防員聯(lián)盟部的特里?麥克黑爾指出，“這么嚴(yán)重的干旱，這么多可能發(fā)生大火的社區(qū)，這么多需要去努力的方面，消防已成為一項(xiàng)不可思議的工作。”
據(jù)稱(chēng)，有史以來(lái)最大的幾場(chǎng)火災(zāi)烤焦了成千上萬(wàn)英畝的土地，燒毀了數(shù)以萬(wàn)計(jì)的房屋，燒死大量的居民之后，許多專(zhuān)家給予了加利福尼亞州相當(dāng)高的評(píng)價(jià)，因其近幾年來(lái)在消防準(zhǔn)備工作中取得的進(jìn)步。觀察家們表示，這些火災(zāi)本該受到控制卻依舊蔓延開(kāi)來(lái)，相關(guān)部門(mén)過(guò)去被嚴(yán)厲指責(zé)為工作不力。如今，他們正面臨著來(lái)自周邊地區(qū)和峽谷的前所未有的巨大挑戰(zhàn)。
州政府已經(jīng)實(shí)現(xiàn)了關(guān)于提供更多先進(jìn)的消防車(chē)、飛機(jī)和直升機(jī)以對(duì)抗火災(zāi)的承諾。消防員聯(lián)盟在過(guò)去曾抱怨破舊的設(shè)備、陳舊的消防車(chē)和數(shù)量不足的消防安全藍(lán)圖?，F(xiàn)如今稱(chēng)贊州政府的允諾行為。 盡管消防資金并未增加，政府卻大量削減其他項(xiàng)目的資金以支援消防建設(shè)?！拔覀兒芨吲d現(xiàn)任加利福尼亞州的行政部門(mén)非常積極主動(dòng)地支持我們，同時(shí)已經(jīng)通過(guò)了我們渴望已久的關(guān)于滿(mǎn)足基礎(chǔ)設(shè)施需求的預(yù)算支持方案?！毕绬T聯(lián)盟的麥克黑爾先生表示。
除了提供資金以升級(jí)需橫穿遼闊大州和沿著坑堤的峽谷道路而上的消防車(chē)外，州政府還已經(jīng)投資建設(shè)更好的指揮與控制設(shè)施和相關(guān)策略來(lái)運(yùn)作它們?！霸缧┠暝谙郎?，我們發(fā)現(xiàn)其他的地區(qū)和州政府愿意提供相互援助，但我們沒(méi)能和它們做好充分溝通?！痹撝莸幕鹜粦?yīng)急服務(wù)和援救部首席官Kim Zagaris說(shuō)道，“在委員會(huì)審查和修改溝通流程后，全州的反應(yīng)變得更為專(zhuān)業(yè)和迅速。”在政府官員和居民中有這樣一種共識(shí)，即相比以前遇到的特大火災(zāi)的時(shí)候，來(lái)自不同州和地區(qū)的消防員的高速運(yùn)作、奉獻(xiàn)和合作正帶來(lái)更高的效率。
在近幾年，加利福尼亞州南部地區(qū)已經(jīng)在建筑規(guī)范、疏散程序和新技術(shù)的引入上有所改善提高。“我對(duì)我們已見(jiàn)證的進(jìn)步有著深刻的印象，”加利福尼亞州南部的律師蘭迪雅克布說(shuō)道，他曾不得不撤出他的家和生意以逃離森林大火。“盡管由森林大火引起的損失還將持續(xù)，但我們不會(huì)像過(guò)去那樣蒙受生命損失，因?yàn)榛馂?zāi)預(yù)防和消防措施已經(jīng)到位。”他說(shuō)道。
Test 4 Passage 2參考譯文：
第二種天性
人們的性格不是必然被設(shè)定在一種基調(diào)上。通過(guò)一個(gè)小小的實(shí)驗(yàn)，一個(gè)人就可以重新塑造他的牌氣或者點(diǎn)燃激情、樂(lè)觀、快樂(lè)和勇氣到他們的日常生活中。
A. 心理學(xué)家長(zhǎng)期以來(lái)持有一種觀點(diǎn)，即人們的性格在任何有意義的方式下都不會(huì)經(jīng)受改變，并且人們的主 要性格特點(diǎn)在小時(shí)候就已經(jīng)確定了。但是，研究人員在緊鑼密鼓地尋找可以改變的方法。持積極態(tài)度的心理學(xué)家已經(jīng)開(kāi)始認(rèn)定我們贊賞的24種人類(lèi)性格特性，例如忠誠(chéng)、友善。 與此同時(shí)，研究人員也在研究為什么對(duì)于一些人，這樣的品質(zhì)產(chǎn)生得如此自然。他們?cè)趯ふ业氖菫槭裁催@些品質(zhì)發(fā)展成習(xí)慣的行為，并且這些行為決定著我們對(duì)這個(gè)我們?nèi)绾螌?duì)世界作出反饋。好消息是，所有這一切都是可以學(xué)習(xí)的。
有一些品質(zhì)沒(méi)有比其他品質(zhì)更難開(kāi)發(fā)，樂(lè)觀這個(gè)品質(zhì)就是其中一個(gè)。但是，人們想要開(kāi)發(fā)這些品質(zhì)，要求掌握一系列的技巧，這些技巧五花八門(mén)，有時(shí)候還讓人很吃驚。例如，你如果想為你的生活增加更多的快樂(lè)和激情，你必須敞開(kāi)胸懷對(duì)待消極的情緒。培養(yǎng)這樣的性格還利于幫助你釋放你所有的潛能。
B. Christopher Peterson, 密西根大學(xué)的心理學(xué)教授，他認(rèn)為：這個(gè)證據(jù)是有效的，就是說(shuō)大部分的性格都可以轉(zhuǎn)變”，他引用了自己的例子來(lái)證實(shí)這個(gè)觀點(diǎn)。他有天生的內(nèi)向性格，他很早就意識(shí)到，作為一名學(xué)者，在演講大廳沉默寡言是災(zāi)難性的屬性。因此，他開(kāi)始學(xué)習(xí)怎樣變得親和，怎樣活躍他的課堂。他說(shuō):“我現(xiàn)在外向的行為是很自然的?！?/p>
C. 在發(fā)生了一場(chǎng)終止他運(yùn)動(dòng)生涯的意外時(shí)，David Fajgenbaum也做過(guò)相似的性格轉(zhuǎn)換。 那時(shí)他正準(zhǔn)備上大學(xué)。在大學(xué)校園里，他很快發(fā)現(xiàn)除了普通的詢(xún)問(wèn)，學(xué)校里并沒(méi)有為像他那樣正在經(jīng)受生理恢復(fù)和心理沮喪的學(xué)生提供服務(wù)。 他因此發(fā)起了一個(gè)提供服務(wù)小組去幫助其他的那些和他有著相似境況的人。他對(duì)于這樣的情況采取了行動(dòng)，盡管他自己也在經(jīng)受傷痛，這是一種積極者的反應(yīng)。
D.Suzanne Segerstrom是肯塔基大學(xué)的心理學(xué)教授，她相信提高樂(lè)觀情緒的關(guān)鍵是通過(guò)培養(yǎng)一個(gè)人樂(lè)觀的行為而不是積極的想法。 她建議人們應(yīng)該訓(xùn)練自己去關(guān)注那些美好的事情并且記錄下每天發(fā)生的三件美好的事情。這樣做有助于自己說(shuō)服自己讓人開(kāi)心的事情每時(shí)每刻都在發(fā)生，也更加容易使你采取實(shí)際的行動(dòng)(去做積極的事情)。
E. 你可以通過(guò)一個(gè)人深深投入到一項(xiàng)工作中意識(shí)到一個(gè)人是充滿(mǎn)激情的。Tanya Streeter的激情就是自由的潛水——這是一種沒(méi)有其他任何的氧氣筒或者其他的呼吸裝備的潛水運(yùn)動(dòng)。她于1998年(開(kāi)始這項(xiàng)運(yùn)動(dòng))，她創(chuàng)造了九項(xiàng)世界紀(jì)錄并且可以在水里憋氣六分鐘。對(duì)于這項(xiàng)運(yùn)動(dòng)，生理上的要求相當(dāng)嚴(yán)格，但是心理上的要求更加可以使人崩潰。Streeter通過(guò)判斷自己身體和心理可以承受的程度，學(xué)習(xí)了如何去解除她的恐懼。她說(shuō)：“作為一個(gè)充滿(mǎn)競(jìng)爭(zhēng)意識(shí)的自由潛水者，在職業(yè)生涯中始終存在一個(gè)局限我的事物，但是它不是像我想象的那樣無(wú)處不在地出現(xiàn)。”
F. 尋找一項(xiàng)可以使人們興奮的工作會(huì)提高任何人的生活質(zhì)量。盡管南加州大學(xué)的心理學(xué)家Paul Silvia宣稱(chēng)，人們消耗激情的秘密就在于“他們需要自律，刻苦工作和能力，這就是為什么激情如此有價(jià)值”。心理學(xué)家Todd Kashdan提供了這類(lèi)的建議給人們?nèi)カ@取這些新的激情。他說(shuō)：“作為一個(gè)新人，你通常需要去忍受并嘲笑自己的無(wú)知。你必須接受那些消極的情緒。”
G. 在2004年，醫(yī)學(xué)科學(xué)家Mauro Zappaterra開(kāi)始在哈佛大學(xué)醫(yī)學(xué)院開(kāi)展他的博士學(xué)位的研究。不幸的是，他相當(dāng)痛苦，因?yàn)樗难芯颗c他所好奇的關(guān)于治療相關(guān)疾病的方法不相符合。最終他在Santa Fe 休息了一段時(shí)間，在這八個(gè)月的時(shí)間里，Zappaterra學(xué)到一種沒(méi)有在哈佛學(xué)過(guò)的可替代的治療技術(shù)。當(dāng)他回來(lái)的時(shí)候，他改變了他的實(shí)驗(yàn)項(xiàng)目，轉(zhuǎn)而研究腦脊髄液是如何滋養(yǎng)神經(jīng)系統(tǒng)的發(fā)展。他也發(fā)誓要在一切事物中，包括失敗中，尋找快樂(lè)。因?yàn)槭】梢詭椭私庾约旱难芯亢退陨怼?/p>
有一種事物可以把我們的快樂(lè)追回，這就是人們專(zhuān)注于避免失敗，而不是希望可以把一件事情做得好。 Kashdan解釋道：“專(zhuān)注讓自己處在安全地帶可能會(huì)阻止你達(dá)到你的目標(biāo)?！崩缒闶窍Ｍ诓皇棺约簩擂蔚那闆r下參加一頓應(yīng)酬?還是在想這段談話(huà)會(huì)有多么吸引人?
H. 通常來(lái)說(shuō)，我們認(rèn)為勇氣屬于生理上的專(zhuān)有名詞，但是普通的生活要求更多。對(duì)于市場(chǎng)主管Kenneth pedeleose而言，這意味著要揭露與他的道德價(jià)值觀背道而馳的行為。一個(gè)新上任的經(jīng)理恐嚇員工，Pedeleose明知自己的事業(yè)會(huì)遭到威脅，仍仔細(xì)地錄下他每次作惡的片段，并且最終將證據(jù)交給高級(jí)主管。最終，這個(gè)新來(lái)的經(jīng)理就是那個(gè)被開(kāi)除的人。根據(jù)一位來(lái)自克萊姆森大學(xué)的心理學(xué)家Cynthia Pury的觀 點(diǎn)，Pedeleose的故事證明了一個(gè)觀點(diǎn)，這個(gè)觀點(diǎn)就是勇氣不是被無(wú)畏所激發(fā)，而是通過(guò)道德責(zé)任所激發(fā)。Pury還認(rèn)為人們可以獲得勇氣。許多她的學(xué)生說(shuō)到，當(dāng)他們遇到具有冒險(xiǎn)性的情況時(shí)，他們首先嘗試使自己冷靜，然后尋找辦法緩解遇到的危機(jī)，就像Pedeleose所做的通過(guò)記錄他的行為一樣。
通過(guò)很長(zhǎng)的一段時(shí)間，獲取一個(gè)新的性格特點(diǎn)可能會(huì)幫助你成為一個(gè)你想要成為的人。在短時(shí)間內(nèi)，它的效果會(huì)有讓人意想不到的價(jià)值，這是一種內(nèi)心世界的探險(xiǎn)之旅。
Test 4 Passage 3參考譯文：
進(jìn)化反向進(jìn)行
進(jìn)化不應(yīng)該反向進(jìn)行，但是越來(lái)越多的例子表示確實(shí)可以如此而且進(jìn)化反向有時(shí)候展示著一個(gè)物種的未來(lái)。
把任何動(dòng)物當(dāng)作一種返祖現(xiàn)象的描述是帶有爭(zhēng)議性的。在一個(gè)世紀(jì)的大部分時(shí)間里，大多數(shù)生物學(xué)家不愿意用反向進(jìn)化等這些詞，他們銘記著一個(gè)進(jìn)化原則即“進(jìn)化是不可以反向進(jìn)行的。”但越來(lái)越多的相關(guān)例子為人知曉，同時(shí)出現(xiàn)了現(xiàn)代遺傳學(xué)，這些都表明原則正不得不被改寫(xiě)。反向進(jìn)化不單單變得有可能，它們還有時(shí)候在進(jìn)化的未來(lái)發(fā)展上扮演著重要的角色。
一個(gè)反向進(jìn)化的術(shù)語(yǔ)為“返祖現(xiàn)象”，該詞來(lái)自拉丁語(yǔ)atavus，意思是“祖先” 。該詞有一個(gè)不好的含義，這絕大部分得歸功于Cesare Lombroso， 他是一位19世紀(jì)的意大利軍醫(yī)，他主張犯人是天生的而不是后天養(yǎng)成的，而且犯人可以通過(guò)一些身體特征被識(shí)別，而這些特征是亞人類(lèi)特征的再現(xiàn)。
當(dāng)Lombroso在觀測(cè)犯人時(shí)，一位比利時(shí)的古生物學(xué)家Louis Dollo正在研究化石記錄并得出了相反的結(jié)論。在1890年，他提出進(jìn)化是不可以逆轉(zhuǎn)的：“一個(gè)有機(jī)體不能夠回轉(zhuǎn)到之前它的祖先已經(jīng)實(shí)現(xiàn)了的階段，哪怕只是一部分?！痹?0世紀(jì)早期，生物學(xué)家得出一個(gè)相似的結(jié)論，即盡管他們認(rèn)同返祖現(xiàn)象的可能性，并表示沒(méi)有理由證明為什么進(jìn)化不能被反向運(yùn)行，但他們就是認(rèn)為發(fā)生的可能性極小。所以進(jìn)化的不可逆性這一觀點(diǎn)的研究停住了，并被稱(chēng)為“多洛氏法則”。
如果多洛氏法則是正確的，返祖現(xiàn)象就算真的有，應(yīng)該也很少發(fā)生。然而，幾乎自這種想法產(chǎn)生起，就已經(jīng)出現(xiàn)特例了。比如，在1919年，一頭座頭鯨在加拿大溫哥華島被捕獲，它帶有一雙長(zhǎng)達(dá)1 米、像腳的附肢，且有著一套完整的肢骨。探險(xiǎn)家Roy Chapman Andrews在那時(shí)表明這頭鯨一定是某種陸地生活的祖先動(dòng)物的反向進(jìn)化結(jié)果?！拔蚁氩坏饺魏纹渌慕忉尅！彼?921年寫(xiě)道。
自從那時(shí)起，很多其他的例子已被發(fā)現(xiàn)，所以進(jìn)化是不可逆轉(zhuǎn)的這種觀點(diǎn)再也無(wú)法成立了。這同時(shí)產(chǎn)生了一個(gè)困惑：消失了幾千萬(wàn)年的特征是如何能重新出現(xiàn)的?在1994年，美國(guó)印第安納大學(xué)的Rudolf Raff和他的同事決定采用遺傳學(xué)研究使得進(jìn)化逆轉(zhuǎn)增加一定的可能性。他們論證到一些進(jìn)化過(guò)程中因包含了基因丟失的情況而無(wú)法逆轉(zhuǎn)，而另一些進(jìn)化過(guò)程或是因?yàn)榛虻拈]合。如果這些休眠基因以某種方式再次激活，他們表示，生物長(zhǎng)時(shí)間丟失的特征可以重現(xiàn)。
Raff的團(tuán)隊(duì)繼續(xù)計(jì)算進(jìn)化逆轉(zhuǎn)發(fā)生的可能性。休眠基因隨機(jī)突變次數(shù)增加，他們推理到，這最終會(huì)導(dǎo)致休眼基因失效。那么，如果一個(gè)基因長(zhǎng)期不被使用，它能在一個(gè)物種中存活多長(zhǎng)時(shí)間呢?該團(tuán)隊(duì)計(jì)算出休眠基因很可能存在于一個(gè)物種的某些個(gè)體中，可存活高達(dá)六百萬(wàn)年，甚至有的可以存活一千萬(wàn)年。換句話(huà)說(shuō)，進(jìn)化逆轉(zhuǎn)是可能的，但這僅相對(duì)于較近期的進(jìn)化史而言。
作為一個(gè)可能成為例證的事件，團(tuán)隊(duì)列舉了墨西哥和加利福尼亞的鼴鈍口螈。像大多數(shù)的兩棲類(lèi)動(dòng)物一樣，這種生物以幼小的蝌蚪狀開(kāi)始他們的生命，然后變形成成年的狀態(tài)——除了其中一個(gè)種類(lèi)，蠑螈，它們通常會(huì)以它的幼年形態(tài)一直生活下去。最簡(jiǎn)單的解釋就是蠑螈血統(tǒng)一直喪失了變形的能力，但是其他種類(lèi)還保持著這樣的能力。然而，從對(duì)鼴鈍口螈的血緣譜的詳細(xì)分析來(lái)說(shuō)，這是一個(gè)明顯的事實(shí)，其他血統(tǒng)的鼴鈍口螈都是從一個(gè)本身已經(jīng)失去變形能力的祖先那里進(jìn)化而來(lái)的。換句話(huà)說(shuō)，變形在鼴鈍口螈之中就是一種返祖現(xiàn)象。鼴鈍口螈的例子與Raff的100萬(wàn)年的學(xué)說(shuō)框架相符合。
然而，已知的更近的報(bào)道說(shuō)明這個(gè)時(shí)間界限被打破，它指出了休眠基因不完全是全部的解釋。在去年發(fā)表的一篇文幸中，耶魯大學(xué)的生物學(xué)家Gunter Wagner匯報(bào)了一些關(guān)于南美蜥蜴Bachia進(jìn)化史研究的工作。 它們中的一些擁有非常小的肢節(jié);有一些看起來(lái)更像蛇而非蜥蜴;有一些完全失去了后肢的趾頭。然而，其他的種類(lèi)則彰顯出了后肢的四個(gè)趾頭。最簡(jiǎn)單的解釋就是這些有趾的蜥蜴品種從沒(méi)有失去過(guò)趾頭，但Wagner并不認(rèn)同。根據(jù)他對(duì)Bachia的族譜的區(qū)別，有趾的物種從它們無(wú)趾的祖先進(jìn)化而成，更有甚者，腳趾的消失和產(chǎn)生在過(guò)去的數(shù)百萬(wàn)年間發(fā)生過(guò)不止一次。
因此，到底發(fā)生了什么?其中一個(gè)可能性就是這三種特性只是失去了，之后又簡(jiǎn)單地重現(xiàn)。這就像相似的結(jié)構(gòu)可以獨(dú)立地產(chǎn)生在沒(méi)有血緣關(guān)系的物種中，就像鯊魚(yú)和殺人鯨的背部的鰭一樣。另一種更加有吸引力的可能性是那些用來(lái)生長(zhǎng)趾頭的基因信息在蜥蜴上存活了幾百或者是幾千萬(wàn)年，并且這種基因信息被重新激活了。這些返祖性的特征提供了一種優(yōu)勢(shì)，這種優(yōu)勢(shì)適用于所有物種，能有效地進(jìn)行進(jìn)化逆轉(zhuǎn)。
但是，如果休眠基因在60萬(wàn)到100萬(wàn)年內(nèi)退化，這種長(zhǎng)時(shí)間消失的特性是怎樣在這么長(zhǎng)的時(shí)間范圍內(nèi)被重新激活的?這個(gè)答案也許在子宮里面可以被找到。 許多物種早期的胚胎形成了祖先的特性。例如蛇的胚胎萌發(fā)出后肢的肢芽。這些特性在后期發(fā)展中由于某些進(jìn)化模式而消失了，該程式可能導(dǎo)致“腿部消失”。如果因?yàn)槿魏卧蜻@些事情沒(méi)有發(fā)生，祖先的種.種特性也許就不會(huì)消失，從而導(dǎo)致返祖現(xiàn)象。
劍橋雅思閱讀10原文解析(test4)
Passage 1
Question 1
參考譯文： 風(fēng)向的運(yùn)動(dòng)：____更加無(wú)法預(yù)測(cè)。
難度及答案：難度低;答案為spread
關(guān)鍵詞：movement
定位原文： 第 1 段最后1句“The wildfire themselves... than in the past” 專(zhuān)家表示，總的來(lái)說(shuō)， 現(xiàn)在的森林大火比過(guò)去溫度更高，蔓延的得更快，擴(kuò)散蹤跡更為飄忽不定。
解題思路： 原文中erratically與題目中unpredictably屬于同義替換，因此spread為movement的特點(diǎn)。
Question 2
參考譯文：火勢(shì)的大小，比過(guò)去20年前平均大了_____。
難度及答案： 難度低;答案為10/ten times
關(guān)鍵詞： size of fires
定位原文：第 2 段第 1 句“…10 times the size of average...20 years ago.” 這種大火燒毀的土地面積相當(dāng)于20年前一般森林大火破壞面積的10倍。
解題思路：原文中 10 times the size of average 與題目中 greater on average than 屬于同義替換，因此應(yīng)當(dāng)填入10/ten times。
Question 3
參考譯文：降水：____平均值。
難度及答案：難度低;答案為below.
關(guān)鍵詞： rainfall
定位原文： 第3段第1句“One explanation for the trend to…in many recent years.” 關(guān)于頻發(fā)超級(jí)火災(zāi)這—趨勢(shì)，其屮-個(gè)解釋便是該地區(qū)通常夏天干燥，且近幾年降水遠(yuǎn)遠(yuǎn)低于正常水平。
解題思路：原文中 precipitation、normal 與題目中 rainfall 、average 分別屬于同義替換，因此應(yīng)當(dāng)填入below。
Question 4
參考譯文： 更多的灌木叢被用于_____
難度及答案：難度低;答案為fuel
關(guān)鍵詞： brush
定位原文： 第 3 段最后1句話(huà) “The unintentional consequence... primary fuel for megafires.”由此產(chǎn)生了無(wú)意識(shí)的后果，中斷了灌木叢自然的根除過(guò)程，現(xiàn)在致使灌木叢成為特大火災(zāi)的主要燃料。
解題思路：根據(jù)原文可知brush的特性，原文underbrush與題目中brush屬于同義替換. 因此空格應(yīng)填入fuel。
Question 5
參考譯文： 擴(kuò)大的火災(zāi)____
難度及答案： 難度低;答案為seasons
關(guān)鍵詞： extended fire
定位原文： 第 4 段第 3 句 “Second is fire seasons that... 20 years ago.” 第二點(diǎn)是火險(xiǎn)季節(jié)相比20年前平均延長(zhǎng)了78天。
解題思路： 根據(jù)原文可知有什么東西在過(guò)去的20年里變長(zhǎng)了。因此答案為seasons。
Question 6
參考譯文： 更多的______建在容易著火的區(qū)域。
難度及答案： 難度低;答案為homes/housing
關(guān)鍵詞： more building
定位原文： 第 4 段最后一句 “Third is increased construction of homes...” 第三，是在多樹(shù)地區(qū)，房屋的不斷擴(kuò)建。
解題思路： 根據(jù)原文可知homes變多了，因此可以填入homes/housing。
Question 7
參考譯文： 在加利福尼亞州的空曠土地的數(shù)量在過(guò)去的十年里已經(jīng)減少了很多。
難度及答案： 難度中等;答案為T(mén)RUE
關(guān)鍵詞： open space 、diminished
定位原文： 第6段第1句“In California, where…built.”至少十多年來(lái)，加利福尼亞州平均每年增加60多萬(wàn)人口，越來(lái)越多的住宅正在建造當(dāng)中。
解題思路： 原文中有a decade對(duì)應(yīng)題目問(wèn)的last ten years，且原文提到有更多的住房被建造，與題目中space屬于同義替換，因此答案為T(mén)RUE。
Question 8
參考譯文： 很多專(zhuān)家認(rèn)為加利福尼亞州的滅火準(zhǔn)備工作沒(méi)有進(jìn)展。
難度及答案： 難度中等;答案為FALSE
關(guān)鍵詞： many experts 、 little progress
定位原文： 第 7 段第 1 句 “That said many... killed numerous people.” 據(jù)稱(chēng)，有史以來(lái)最大的幾場(chǎng)火災(zāi)烤焦了成千上萬(wàn)英畝的土地， 燒毀了數(shù)以萬(wàn)計(jì)的房屋， 燒死大量的居民之后，許多專(zhuān)家給予了加利福尼亞州相當(dāng)高的評(píng)價(jià)，因其近幾年來(lái)在消防準(zhǔn)備工作中取得的進(jìn)步。
解題思路： 根據(jù)關(guān)鍵詞定位至第7段，找到experts的態(tài)度，experts的態(tài)度為high marks on making progress on preparedness，因此與題目不符合，為 FALSE。
Question 9
參考譯文： 消防工作人員過(guò)去被指責(zé)錯(cuò)誤地處理火災(zāi)。
難度及答案： 難度難;答案為T(mén)RUE
關(guān)鍵詞： personnel 、 criticize for mishandling fire containment
定位原文： 第 7 段最后一句 “Stung in the past…previously，observers say.” 觀察家們表示這些火災(zāi)本該受到控制卻依舊蔓延開(kāi)來(lái)，相關(guān)部門(mén)過(guò)去被嚴(yán)厲指責(zé)為工作不力。如今，他們正面臨著來(lái)自周邊地區(qū)和峽谷的前所未有的巨大挑戰(zhàn)。
解題思路： 該題難點(diǎn)在于對(duì)應(yīng)原文為長(zhǎng)難句，通過(guò)對(duì)對(duì)應(yīng)原文的解讀，可知題干所描述內(nèi)容與原文相符，因此為T(mén)RUE。
Question 10
參考譯文：加利福尼亞已經(jīng)更換了一批消防用具。
難度及答案：難度中等;答案為T(mén)RUE
關(guān)鍵詞： arrange of firefighting tools
定位原文： 第 8 段第 1 句 “State promises to provide…fulfilled.” 州政府已經(jīng)實(shí)現(xiàn)了關(guān)于提供更多先進(jìn)的消防車(chē)、飛機(jī)和直升機(jī)以對(duì)抗火災(zāi)的承諾。
解題思路： 通過(guò)對(duì)應(yīng)原文可知，題干所描述事件正確因此為true。
Question 11
參考譯文： 已經(jīng)雇傭了更多的消防人員來(lái)提高處理火災(zāi)的能力。
難度及答案： 難度中;答案為NOT GIVEN
關(guān)鍵詞： More firefighters
定位原文：無(wú)
解題思路： 因?yàn)樵闹袩o(wú)法找到題干所描述的事件，因此答案為NOT GIVEN。
Question 12
參考譯文：居民和政府組織不同意不同的州和社會(huì)組織之間的合作-
難度及答案： 難度中等;答案為FALSE
關(guān)鍵詞：disapprove 、 working together
定位原文： 第 8 段第 3 句 “We are pleased that…of the firefighters union.” “我們很高興現(xiàn)任加利福尼亞州的行政部門(mén).非常積極主動(dòng)地支持我們，同時(shí)已經(jīng)通過(guò)了我們渴望已久的、滿(mǎn)足基礎(chǔ)設(shè)施需求的預(yù)算支持方案?！毕狸?duì)聯(lián)盟的麥克黑爾先生表示。
解題思路： 根據(jù)對(duì)應(yīng)原文，發(fā)現(xiàn)居民和政府對(duì)于州際之間聯(lián)合是proactive的態(tài)度，而是題干中所說(shuō)的disapprove，因此為FALSE。
Question 13
參考譯文：Randy Jacobs認(rèn)為因?yàn)榛馂?zāi)而失去生命的人的數(shù)量不會(huì)改變，盡管(在救火能力上)已經(jīng)有了改變。
難度及答案： 難度中等;答案為FALSE
關(guān)鍵詞： Randy Jacobs、the same level.
定位原文： 第 10 段最后—句 “Notwithstanding all the damage.., he says.” “盡管由森林 大火引起的損失還將持續(xù)，但我們不會(huì)像過(guò)去那樣蒙受生命損失了，因?yàn)榛馂?zāi)預(yù)防和消防措施已經(jīng)到位?！彼f(shuō)道。
解題思路： 由原文可知we will no longer suffer... endured in the past.題干描述與之不符, 因此為FALSE。
Passage 2
Questions 14-15
參考譯文：傳統(tǒng)意義上，心理學(xué)家認(rèn)為人的性格是不可能____并且在一個(gè)人_____時(shí)候，性格就已經(jīng)定型了。
難度及答案：難度低;答案為 transformation/change; young age
關(guān)鍵詞：第1空的關(guān)鍵聞為traditionally believe、impossible;第二空的關(guān)鍵詞為person's character tend to be fixed.
定位原文：A 部分第 1 段第 1 句 “Psychologists have long…a very young age.” 心理學(xué)家 長(zhǎng)期以來(lái)持有一種觀點(diǎn)，即人們的性格在任何有意義的方式下都不會(huì)經(jīng)受改變， 并且人們的主要性格特點(diǎn)在小時(shí)候就已經(jīng)確定了。
解題思路：根據(jù)對(duì)應(yīng)原文發(fā)現(xiàn)原文有兩個(gè)分句剛好對(duì)應(yīng)題目的兩個(gè)空格，從and前的分句中 cannot undergo 對(duì)應(yīng) impossible, 因此第 1 個(gè)空格為 transformation 從第2空格句中發(fā)現(xiàn)空格前有定冠詞“a”，且traits of personality對(duì)應(yīng)person's characteristics，determined 對(duì)應(yīng) fixed，因此第 2 空為 young age。
Questions 16
參考譯文： 其中一個(gè)最容易獲得的品質(zhì)是___。
難度及答案： 難度高;答案為optimism
關(guān)鍵詞： the easiest qualities
定位原文： A部分第2段第1句“Some qualities... of them.”有一些品質(zhì)沒(méi)有另一些品質(zhì)如此難以開(kāi)發(fā)，樂(lè)觀這個(gè)品質(zhì)就是其中一個(gè)。
解題思路： 從對(duì)應(yīng)原文中找到比較級(jí)，原文中出現(xiàn)比較級(jí)的部分一般為考點(diǎn)。文中指出有一些品質(zhì)沒(méi)有另外一些品質(zhì)那么難養(yǎng)成，樂(lè)觀(optimism)就是其中一個(gè)，與 one of the easiest 對(duì)應(yīng)，此空格填 optimism。
Questions 17
參考譯文： 但是，不管是哪種品行，人們都有必要學(xué)習(xí)各種各樣的______以發(fā)展新的品行。
難度及答案： 難度中等;答案為skills/techniques 。
關(guān)鍵詞：learn、 a wide variety of
定位原文： A部分第2段第2句“However, developing qualities...and sometimes surprising.”但是，人們想要開(kāi)發(fā)這些品質(zhì)要求掌握一系列的技巧，這些技巧五花八門(mén)，有時(shí)候還可能讓人很吃驚。
解題思路： 原文中的learn、a range of與題目中master、a wide variety of 分別為同義替換，因此此空可填 techniques/skills。
Questions 18
參考譯文： 例如，一個(gè)人必須要明白和感受一些_____.目的是提高他們的快樂(lè)程度。
難度及答案： 難度中等;答案為 negative emotions/feelings
關(guān)鍵詞： understand and feel 、 increase their happiness
定位原文： A部分第2段第3句“For example, to bring more…emotions.” 例如，你如果想為你的生活增加更多的快樂(lè)和激情，你必須敞開(kāi)胸懷對(duì)待消極的情緒。
解題思路： 原文中 bring more joy and passion in my life、experience 與題干中 increase their happiness、understand and fed分別屬于同義替換。因此，本題答案為 negative, emotion。
Questions 19
參考譯文： 他們必須接受這個(gè)事實(shí)，即人們?cè)诘谝淮螄L試一些新事物的時(shí)候知道的不多。
難度及答案：難度高;答案為E
關(guān)鍵詞： accept、 first trying something new
定位原文： F 部分第 3，4 句 “Psychologist Todd Kashdan has this…h(huán)e says.” 心理學(xué)家 Todd Kashdan提供了這類(lèi)的建議給人們?nèi)カ@取這些新的激情。他說(shuō)：“作為一個(gè)新人，你通常需要去忍受并嘲笑自己的無(wú)知。你必須接受那些消極的情緒?！?/p>
解題思路： 在對(duì)應(yīng)原文中找到Kashdan的態(tài)度，原文中own ignorance、accept與題干中 they do not know、tolerate and laugh at your own 分別屬于同義替換，因此此題配對(duì)E項(xiàng)。
Question 20
參考譯文： 去主動(dòng)留意美好的事情對(duì)一個(gè)人是很重要的。
難度答案： 難度高;答案為C
關(guān)鍵詞： actively notice、 good things happen
定位原文： D段第2句“She recommends you train...come about each day.”她建議人們應(yīng)該訓(xùn)練自己去關(guān)注那些美好的事情并且記錄下每天發(fā)生的三件美好的事情。這樣做有助于自己說(shuō)服自己讓人開(kāi)心的事情每時(shí)每刻都在發(fā)生，也更加容易使你采取實(shí)際的行動(dòng)(去做積極的事情)。
解題思路： 參照對(duì)應(yīng)原文，找到了Segerstrom的態(tài)度，原文中train yourselves to pay attention to、positive things that come about each day 與題干中的actively notice、good things happen分別屬于同義替換，因此此題答案為C。
Question 21
參考譯文：勇氣是可以學(xué)習(xí)的，只要人們意識(shí)到勇氣源于責(zé)任感。
難度及答案：難度高;答案為G
關(guān)鍵詞： courage、 sense of responsibilities
定位原文： H 部分第 I 段第 5 句 “According to Cynthia Pury... obligation.” 根據(jù)一位來(lái)自克萊姆森大學(xué)的心理學(xué)會(huì)Cynthia Pury的觀點(diǎn)，Pedeleose的故事證明了一個(gè)觀點(diǎn)，這個(gè)觀點(diǎn)就是勇氣不是被無(wú)畏所激發(fā)，而是通過(guò)道德責(zé)任所激發(fā)。
解題思路： 參照對(duì)應(yīng)原文，原文中moral obligation與題干中sense of responsibilities屬于同義替換，且由原文中可知courage是obligation產(chǎn)生的，因此此題答案為G。
Question 22
參考譯文： 當(dāng)面對(duì)需要在公眾面前演講的需求時(shí)，害羞是可以被克服的。
難度及答案：難度中等;答案為A
關(guān)鍵詞： overcome shyness、speak in public
定位原文： B部分第3句“So he learned to be…h(huán)is classes.”因此，他開(kāi)始學(xué)怎樣變得親和， 怎樣活躍他的課堂。
解題思路： 根據(jù)對(duì)應(yīng)原文，原文中 be more outgoing、entertain his classes 與題干中 overcome shyness、speak in the public分別屬于同義替換，因此本題答案為A。
Question 23
參考譯文：提到了關(guān)于提到如何理性的思考，從而達(dá)到生理上的目標(biāo)。
難度及答案：難度中等;答案為E
關(guān)鍵詞：rational thinking、physical goals
定位原文： E 部分第 5 句 “Streeter learned to untangle... and mind could do.” Streeter 通過(guò)判斷自己身體和心理可以承受的程度，學(xué)習(xí)了如何去解除她的恐懼。
解題思路： 題干中rational thinking對(duì)應(yīng)原文learn to untangle her fears，原文全句表達(dá)了 Streeter戰(zhàn)勝了她心理上和生理上的恐懼，達(dá)到了自己的目標(biāo)，即為題干中的 physical goals，因此此題匹配E段。
Question 24
參考譯文：解釋一個(gè)人是如何克服悲傷的心情的經(jīng)歷。
難度及答案： 難度中等;答案為C
關(guān)鍵詞：overcome a sad experience
定位原文： C部分全文，再發(fā)生了一場(chǎng)終止他運(yùn)動(dòng)生涯的意外時(shí)，David Fajgenbaum也做過(guò)相似的性格轉(zhuǎn)換，那時(shí)他正準(zhǔn)備上大學(xué)。在大學(xué)校園里，他很快發(fā)現(xiàn)：除了普通的詢(xún)問(wèn)，學(xué)校里并沒(méi)有為像他那樣正在經(jīng)受生理恢復(fù)和心理沮喪的學(xué)生提供服務(wù)。 他因此發(fā)起了一個(gè)提供服務(wù)小組去幫助其他的那些和他有著相似境況的人。他對(duì)于這樣的情況采取了行動(dòng)，盡管他自己也在經(jīng)受運(yùn)傷痛，這是一種積極者的反應(yīng)。
解題思路： C段全文在描寫(xiě)David Fajgenbaum在事故之運(yùn)如何以一種樂(lè)觀的心態(tài)面對(duì)已經(jīng)積極的幫助他人的。因此匹配C段。
Question 25
參考譯文： 描述一個(gè)人如何決定去重新思考自己的學(xué)術(shù)研究之路。
難度及答案： 難度高;答案為G
關(guān)鍵詞： rethink their academic career path
定位原文： G部分第1段，在2004年，醫(yī)學(xué)科學(xué)家Mauro Zappaterra開(kāi)始在哈佛大學(xué)醫(yī)學(xué)院開(kāi)展他的博士學(xué)位的研究。不幸的是，他相當(dāng)痛苦，因?yàn)樗难芯颗c他所好奇的關(guān)于治療相關(guān)疾病的方案不相符合。最終他在Santa Fe休息了一段時(shí)間，在這八個(gè)月的時(shí)間里，Zappaterra學(xué)到一種沒(méi)有在哈佛學(xué)過(guò)的可替代的治療技術(shù)。當(dāng)回來(lái)的時(shí)候，他改變了他的實(shí)驗(yàn)項(xiàng)目，轉(zhuǎn)而研究腦脊髓液是如何滋養(yǎng)神經(jīng)系統(tǒng)的發(fā)展。他也發(fā)誓要在一切事物中，包括失敗中，尋找快樂(lè)。因?yàn)槭】梢詭椭私庾约旱难芯亢退陨怼?/p>
解題思路： G段描述了 Zappaterra這個(gè)人從事的研究方向。從G段第四句描述了 Zappaterra 轉(zhuǎn)變了自己的研究方向，因此該題匹配G段。
Question 26
參考譯文：舉例說(shuō)明一個(gè)人出于責(zé)任感不惜以自己的事業(yè)作為代價(jià).
難度及答案; 難度中等;答案為H
關(guān)鍵詞： risked his career、sense of duty
定位原文： H部分第 1 段第 3 句“ The new manger was intimidating ...would be threatened.” 一個(gè)新上任的經(jīng)理恐嚇員工，Pedeleose明知自己的事業(yè)會(huì)遭到威脅，仍仔細(xì)地錄下他每次作惡的片段，并且最終將證據(jù)交給高級(jí)主管。
解題思路： 原文以Pedeleose為例，講述他出于道義舉報(bào)領(lǐng)導(dǎo)的不良行為的事跡。文中的 his own job security would be threatened 與題目中的 risked his career屬于同義替換。
Passage 3
Question 27
參考譯文： 當(dāng)討論Louis Dollo的理論時(shí),作者說(shuō)____
難度及答案：難度中等;答案為C。
關(guān)鍵詞： Louis Dollo
定位原文： 第3段第2, 3句“In 1890...”在1890年，他提出進(jìn)化是不可以逆轉(zhuǎn)的：“一個(gè)有機(jī)體不能夠回轉(zhuǎn)到之前它的祖先已經(jīng)實(shí)現(xiàn)了的階段，哪怕只是一部分?！?在20世紀(jì)早期，生物學(xué)家得出一個(gè)相似的結(jié)論，即盡管他們認(rèn)同返祖現(xiàn)象的可能性，并表示沒(méi)有理由證明為什么進(jìn)化不能被反向運(yùn)行，但他們就是認(rèn)為發(fā)生的可能性極小。
解題思路： 根據(jù)關(guān)鍵詞Louis Dollo定位至第3段，得知他提出進(jìn)化是不可逆轉(zhuǎn)的，可是20世紀(jì)的時(shí)候，生物學(xué)家認(rèn)為沒(méi)有原因不可逆轉(zhuǎn)，也就是進(jìn)化是可逆轉(zhuǎn)的。所 以是答案C。
Question 28
參考譯文： 文中提到在Vancouver島附近捉到的座頭鯨，因?yàn)開(kāi)____。
難度及答案： 難度低;答案為D
關(guān)鍵詞： humpback whale、vancouver
定位原文： 第4段前4句“If Dollo’s...”如果多洛氏法則是正確的，返祖現(xiàn)象就算真的有， 應(yīng)該也很少發(fā)生。然而，幾乎自這種想法產(chǎn)生起，就已經(jīng)出現(xiàn)特例了。比如， 在1919年，一頭座頭鯨在加拿大溫哥華島被捕獲，它帶有一雙長(zhǎng)達(dá)1米、像腳的附肢，且有著一套完整的肢骨。探險(xiǎn)家Roy Chapman Andrews在那時(shí)表明這頭鯨魚(yú)一定是某種陸地生活的祖先動(dòng)物的反向進(jìn)化結(jié)果。
解題思路： 原文中對(duì)于座頭鯨的特征有詳細(xì)的描述，為什么長(zhǎng)成這個(gè)樣子也做出了解釋?zhuān)f(shuō)是一種反向進(jìn)化的結(jié)果。所以選擇D。
Question 29
參考譯文： 關(guān)于“休眠基因”有何描述?
難度及答案： 難度低;答案為C
關(guān)鍵詞： silent genes
定位原文： 第5段最后一句“If these...”如果這些休眠基因在以某種方式再次激活，他們表示，生物長(zhǎng)時(shí)間丟失的特征可以重現(xiàn)。
解題思路： 關(guān)鍵詞silent genes 在原文中重現(xiàn)。long-lost traits 替換了 certain characteristics，原文中的 reappear替換了 re-emergence。
Question 30
參考譯文： 作者提到鼴鈍口螈，因?yàn)開(kāi)____
難度及答案： 難度中等;答案為B
關(guān)鍵詞： mole salamander
定位原文： 第7段第1句及最后—句“As a possible example...”作為一個(gè)有可能例證的事件， 團(tuán)隊(duì)列舉了墨西哥和加利福尼亜的鼴鈍口螈。鼴鈍口螈的例子與Raff的1000萬(wàn)年的學(xué)說(shuō)框架相符合。
解題思路： 找到mole salamander這個(gè)例子并不難，難度在于解題點(diǎn)在這段的最后一句話(huà)， 距離有點(diǎn)遠(yuǎn)而已。原文最后一句fits With與選項(xiàng)B中的correct屬于同義替換c。證明Raff的理論是正確的。
Question 31
參考譯文： 下面哪一個(gè)是Wagner的理論?
難度及答案：難度低;答案為A
關(guān)鍵詞： Wagner
定位原文： 第8段第2句到段尾“In a paper...”在一個(gè)去年發(fā)表的文章中，耶魯大學(xué)的生物學(xué)家Gunter Wagner匯報(bào)了一些關(guān)于南美蜥蜴Bachia進(jìn)化史研究的工作。 它們中的一些擁有非常小的肢節(jié);有一些看起來(lái)更像蛇而非蜥錫;有一些完全失去了后肢的趾頭。然而，其他的則彰顯出了后肢的四個(gè)趾頭。 最簡(jiǎn)單的解釋就是這些有趾的蜥蜴品種從沒(méi)有失去過(guò)趾頭，但Wagner并不認(rèn)同。根據(jù)他對(duì) Bachia的族譜的區(qū)別，有趾的物種從它們無(wú)趾的祖先進(jìn)化而成，更有甚者，腳趾的消失和產(chǎn)生在過(guò)去的數(shù)百萬(wàn)年間發(fā)生過(guò)不止一次。
解題思路： 根據(jù)關(guān)鍵詞Wagner定位至第8段。最后一句中的re-evolved、loss and gain和 occurred on more than one occasion 與選項(xiàng) A 中的 lost and regained several times屬于同義替換。
Question 32
參考譯文： 很長(zhǎng)一段時(shí)間，生物學(xué)家都拒絕____。
難度及答案： 難度低;答案為F
關(guān)鍵詞： for a long time、biologist、rejected
定位原文：第1段第2句“For the better part…”在一個(gè)世紀(jì)的大部分時(shí)間里，大多數(shù)生物學(xué)家不愿意用反向進(jìn)化等這些詞，他們銘記著一個(gè)進(jìn)化原則即“進(jìn)化是不可以反向運(yùn)行的”。
解題思路： 這個(gè)題不難，原文中for the better part of a century替換了 for a long time，原文中reluctant 替換了 rejected。
Question 33
參考譯文： 對(duì)于返祖進(jìn)化持有相對(duì)立的觀點(diǎn)代表有_____。
難度及答案： 難度低;答案為G
關(guān)鍵詞： opposing views
定位原文： 第3段第1句“While Lombroso...”當(dāng)Lombroso在觀測(cè)犯人時(shí)，一位比利時(shí)的古生物學(xué)家Louis Dollo正在研究化石記錄并得出了相反的結(jié)論。
解題思路： 根據(jù)關(guān)鍵詞opposing views定位到第3句opposite condusion，句話(huà)里的兩個(gè)人的意見(jiàn)是相反的。
Question 34
參考譯文： 反向進(jìn)化的例子導(dǎo)致了____。
難度及答案： 難度中等;答案為A
關(guān)鍵詞： examples 、 led to
定位原文： 第5段前兩句“Since then...”自從那時(shí)起，很多其他的例子已被發(fā)現(xiàn)，所以進(jìn)化是不可逆轉(zhuǎn)的這種觀點(diǎn)再也無(wú)法成立了。這同時(shí)產(chǎn)生了困惑：消失了幾千萬(wàn)年的特征是如何能重新出現(xiàn)的?
解題思路： 關(guān)鍵詞examples中原文中重現(xiàn)。原文中propose與題目中l(wèi)ed to屬于同義替換， 原文中 characteristics that disappeared millions of years ago 與選項(xiàng) A 中 long?est traits 也屬于同義替換。
Question 35
參考譯文： 提到鯊魚(yú)和虎鯨是為了_____.
難度及答案： 難度低;答案為B
關(guān)鍵詞： shark、killer whale
定位原文： 倒數(shù)第2段第2句“One possibility is…”其中一個(gè)可能性就是這三種特性只是失去了，之后又簡(jiǎn)單地重現(xiàn)。這就像相似的結(jié)構(gòu)可以獨(dú)立地產(chǎn)生在沒(méi)有血緣關(guān)系的物種中，就像鯊魚(yú)和虎鯨的背部的鰭一樣。
解題思路： 根據(jù)關(guān)鍵詞定位至倒數(shù)第2段。原文中similar structures替換了選項(xiàng)B中的particular feature，原文中 unrelated species 替換了選項(xiàng) B 中的 different species。
Question 36
參考譯文：Wabner 的研究成果的解釋之一是____.
難度及答案： 難度低;答案為D.
關(guān)鍵詞： explanation finding、Wagner
定位原文： 倒數(shù)第2段第3句‘Another more...” 另一種更加有吸引力的可能性是那些用來(lái)生長(zhǎng)趾頭的基因信息在蜥蜴上存活了幾百或者是幾千萬(wàn)年，并且這種基因信息被重新激活了。
解題思路： 倒數(shù)第2段講了 Wagner的發(fā)現(xiàn)。原文中的possibility與題目中的explanation 屬于同義替換。原文中survive與選項(xiàng)D中continued existence屬于同義替換。
Question 37
參考譯文： Wagner是第一個(gè)做南美洲蜥蜴研究的人。
答案及難度： 難度低;答案為NOT GIVEN .
關(guān)鍵詞： Wagner 、south American lizards
定位原文： 第8段第2 句 “In a paper...” 在一個(gè)去年發(fā)表的文章中，耶魯大學(xué)的生物學(xué)家 Gunter Wagner匯報(bào)了一些關(guān)于南美蜥蜴Bachia進(jìn)化史研究的工作。
解題思路： 在文中并沒(méi)有提到Wagner是否是第一人，所以未提及。
Question 38
參考譯文： Wagner相信有趾頭的Bachia撕錫，其祖先并沒(méi)有趾頭。
難度及答案: 難度低; 答案為YES
關(guān)鍵詞： Bachia lizards，toeless、ancestors
定位原文： 第8段最后兩句“The simplest.,”最簡(jiǎn)單的解釋就是這些有趾的蜥蜴品種從沒(méi)有失去過(guò)趾頭， 但Wagner并不認(rèn)同。根據(jù)他對(duì)Bachia的族譜的區(qū)別，有趾的物種從它們無(wú)趾的祖先進(jìn)化而成，更有甚者，腳趾的消失和產(chǎn)生在過(guò)去的數(shù)百萬(wàn)年間發(fā)生過(guò)不止一次。
解題思路：關(guān)鍵詞Bachia和toeless在文中重現(xiàn)，根鋸Wagner的調(diào)查.它們是從toeless ancestors進(jìn)化來(lái)的;文中內(nèi)容與題目一致。
Question 39
參考譯文： 胚胎時(shí)期，短暫出現(xiàn)了消失很久的特點(diǎn)的這種情況是非常少見(jiàn)的。
難度及答案： 難度低;答案為NO。
關(guān)鍵詞： embryos
定位原文： 最后1段第3句話(huà) “Early embryos...”許多物種早期的胚胎發(fā)展出了祖先的特性。
解題思路： 關(guān)鍵詞embryos在文中重現(xiàn)。原文中說(shuō)這種現(xiàn)象存在于許多物種中(many species),可是題目說(shuō)這個(gè)現(xiàn)象非常少見(jiàn)(rare)，所以很明顯矛盾。其中，原文中ancestral features與題目中l(wèi)ong-lost trails 屬于同義替換。
Question 40
參考譯文： 反向進(jìn)化可能是由于子宮內(nèi)的發(fā)展問(wèn)題
難度及答案： 難度低;答案為YES
關(guān)鍵詞： womb、developmental
定位原文： 最后1段最后兩句“Later in development...”這些特性在后期發(fā)展中由于某些進(jìn)化程式消失了，該程式可能導(dǎo)致“腿部的消失”。如果因?yàn)槿魏卧蜻@些事情沒(méi)有發(fā)生，祖先的種.種特性也許就不會(huì)消失，導(dǎo)致返祖現(xiàn)象。
解題思路： 根據(jù)關(guān)鍵間womb和developmental定位至最后一段。 原文中thanks to 中caused by屬于同義替換。最后一句說(shuō)，如果發(fā)展的過(guò)程沒(méi)有進(jìn)行的話(huà)，那么就會(huì)造成返祖現(xiàn)象，與題目一致，所以答案為YES。
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