剑桥雅思阅读5原文翻译及答案（精选4篇）
剑桥雅思阅读5原文翻译及答案 第1篇
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READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Johnson’s Dictionary
For the century before Johnson’s Dictionary was published in 1775, there had been concern about the state of the English language. There was no standard way of speaking or writing and no agreement as to the best way of bringing some order to the chaos of English spelling. Dr Johnson provided the solution.
There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usuall English wordes’. Like the various dictionaries that came after it during the seventeenth century, Cawdray’s tended to concentrate on ‘scholarly’ words; one function of the dictionary was to enable its student to convey an impression of fine learning.
Beyond the practical need to make order out of chaos, the rise of dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe the various worlds to conquer — lexical as well as social and commercial. it is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.
Johnson was a poet and critic who raised common sense to the heights of genius. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical. Up until his time, the task of producing a dictionary on such a large scale had seemed impossible without the establishment of an academy to make decisions about right and wrong usage. Johnson decided he did not need an academy to settle arguments about language; he would write a dictionary himself and he would do it single-handed. Johnson signed the contract for the Dictionary with the bookseller Robert Dosley at a breakfast held at the Golden Anchor Inn near Holbom Bar on 18 June 1764.He was to be paid ￡1.575 in instalments, and from this he took money to rent Gough Square, in which he set up his ‘dictionary workshop’.
James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house’ with a long desk running down the middle at which the copying clerks would work standing up. Johnson himself was stationed on a rickety chair at an ‘old crazy deal table’ surrounded by a chaos of borrowed books. He was also helped by six assistants, two of whom died whilst the Dictionary was still in preparation.
The work was immense; filling about eighty large notebooks (and without a library to hand), Johnson wrote the definitions of over 40,000 words, and illustrated their many meanings with some 114,000 quotations drawn from English writing on every subject, from the Elizabethans to his own time. He did not expect to achieve complete originality. Working to a deadline, he had to draw on the best of all previous dictionaries, and to make his work one of heroic synthesis. In fact, it was very much more. Unlike his predecessors, Johnson treated English very practically, as a living language, with many different shades of meaning. He adopted his definitions on the principle of English common law — according to precedent. After its publication, his Dictionary was not seriously rivalled for over a century.
After many vicissitudes the Dictionary was finally published on 15 April 1775. It was instantly recognised as a landmark throughout Europe. ‘This very noble work,’ wrote the leading Italian lexicographer, ‘will be a perpetual monument of Fame to the Author, an Honour to his own Country in particular, and a general Benefit to the republic of Letters throughout Europe“ The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.
Johnson had worked for nine years, ‘with little assistance of the learned, and without any patronage of the great; not in the soft obscurities of retirement, or under the shelter of academic bowers, but amidst inconvenience and distraction, in sickness and in sorrow’. For all its faults and eccentricities his two-volume work is a masterpiece and a landmark, in his own words, ‘setting the orthography, displaying the analogy, regulating the structures, and ascertaining the significations of English words’. It is the cornerstone of Standard English an achievement which, in James Boswell’s words ‘conferred stability on the language of his country.’
The Dictionary, together with his other writing, made Johnson famous and so well esteemed that his friends were able to prevail upon King George Ⅲ to offer him a pension. From then on, he was to become the Johnson of folklore.
Questions 1-3
Choose THREE letters A-H.
Write your answers in boxes 1-3 on your answer sheet.
NB Your answers may be given in any order.
Which THREE of the following statements are true of Johnson’s Dictionary?
A It avoided all scholarly words.
B It was the only English dictionary in general use for 200 years.
C It was famous because of the large number of people involved.
D It focused mainly on language from contemporary texts.
E There was a time limit for its completion.
F It ignored work done by previous dictionary writers.
G It took into account subtleties of meaning.
H Its definitions were famous for their originality.
Questions 4-7
Complete the summary.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 4-7 on your answer sheet.
In 1764 Dr Johnson accepted the contract to produce a dictionary. Having rented a garret, he took on a number of 4…………, who stood at a long central desk. Johnson did not have a 5………… available to him, but eventually produced definitions of in excess of 40,000 words written down in 80 large notebooks. On publications, the Dictionary was immediately hailed in many European countries as a landmark. According to his biographer, James Boswell, Johnson’s principal achievement was to bring 6……… to the English language. As a reward for his hard work, he was granted a 7………by the king.
Questions 8-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 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
8 The growing importance of the middle classes led to an increased demand for dictionaries.
9 Johnson has become more well known since his death.
10 Johnson had been planning to write a dictionary for several years.
11 Johnson set up an academy to help with the writing of his Dictionary.
12 Johnson only received payment for his Dictionary on its completion.
13 Not all of the assistants survived to see the publication of the Dictionary.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Nature or Nurture?
A A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically Milgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils’ ability to learn.
B Milgram’s experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ‘15 volts of electricity (slight shock)’ to ‘450 volts (danger — severe shock)’ in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.
C As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was ‘you have no other choice. You must go on’. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.
D Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts.
E What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit in repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers’ actually do in the laboratory of real life?
F One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teache-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.
G An alternative to this notion of genetic programming is to see the teacher-subjects’ actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out, ‘Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society — the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting.’
H Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.
I Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.
Questions 14-19
Reading Passage 2 has nine paragraphs, A-I.
Which paragraph contains the following information?
Write the correct letter A-I in boxes 14-19 on your answer sheet.
14 a biological explanation of the teacher-subjects’ behaviour
15 the explanation Milgram gave the teacher-subjects for the experiment
16 the identity of the pupils
17 the expected statistical outcome
18 the general aim of sociobiological study
19 the way Milgram persuaded the teacher-subjects to continue
Questions 20-22
Choose the correct letter, A, B, C or D.
Write your answers in boxes 20-22 on your answer sheet.
20 The teacher-subjects were told that were testing whether
A a 450-volt shock was dangerous.
B punishment helps learning.
C the pupils were honest.
D they were suited to teaching.
21 The teacher-subjects were instructed to
A stop when a pupil asked them to.
B denounce pupils who made mistakes.
C reduce the shock level after a correct answer.
D give punishment according to a rule.
22 Before the experiment took place the psychiatrists
A believed that a shock of 150 volts was too dangerous.
B failed to agree on how the teacher-subjects would respond to instructions.
C underestimated the teacher-subjects’ willingness to comply with experimental procedure.
D thought that many of the teacher-subjects would administer a shock of 450 volts.
Questions 23-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 23-26 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
23 Several of the subjects were psychology students at Yale University.
24 Some people may believe that the teacher-subjects’ behaviour could be explained as a positive survival mechanism.
25 In a sociological explanation, personal values are more powerful than authority.
26 Milgram’s experiment solves an important question in sociobiology.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
The Truth about the Environment
For many environmentalists, the world seems to be getting worse. They have developed a hit-list of our main fears: that natural resources are running out; that the population is ever growing, leaving less and less to eat; that species are becoming extinct in vast numbers, and that the planet’s air and water are becoming ever more polluted.
But a quick look at the facts shows a different picture. First, energy and other natural resources have become more abundant, not less so, since the book ‘The Limits to Growth’ was published in 1972 by a group of scientists. Second, more food is now produced per head of the world’s population than at any time in history. Fewer people are starving. Third, although species are indeed becoming extinct, only about 0.7% of them are expected to disappear in the next 50 years, not 25-50%, as has so often been predicted. And finally, most forms of environmental pollution either appear to have been exaggerated, or are transient — associated with the early phases of industrialisation and therefore best cured not by restricting economic growth, but by accelerating it. One form of pollution — the release of greenhouse gases that causes global warming — does appear to be a phenomenon that is going to extend well into our future, but its total impact is unlikely to pose a devastating problem. A bigger problem may well turn out to be an inappropriate response to it.
Yet opinion polls suggest that many people nurture the belief that environmental standards are declining and four factors seem to cause this disjunction between perception and reality.
One is the lopsidedness built into scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that many more potential problems exist than is the case.
Secondly, environmental groups need to be noticed by the mass media. They also need to keep the money rolling in. Understandably, perhaps, they sometimes overstate their arguments. In , for example, the World Wide Fund for Nature issued a press release entitled: ‘Two thirds of the world’s forests lost forever.’ The truth turns out to be nearer 20%.
Though these groups are run overwhelmingly by selfless folk, they nevertheless share many of the characteristics of other lobby groups. That would matter less if people applied the same degree of scepticism to environmental lobbying as they do to lobby groups in other fields. A trade organisation arguing for, say, weaker pollution controls is instantly seen as self-interested. Yet a green organisation opposing such a weakening is seen as altruistic, even if an impartial view of the controls in question might suggest they are doing more harm than good.
A third source of confusion is the attitude of the media. People are clearly more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant distortions of perception. An example was America’s encounter with El Nino in 1997 and . This climatic phenomenon was accused of wrecking tourism, causing allergies, melting the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of the American Meteorological Society, the damage it did was estimated at US$4 billion but the benefits amounted to some US$19 billion. These came from higher winter temperatures (which saved an estimated 850 lives, reduced heating costs and diminished spring floods caused by meltwaters).
The fourth factor is poor individual perception. People worry that the endless rise in the amount of stuff everyone throws away will cause the world to run out of places to dispose of waste. Yet, even if America’s trash output continues to rise as it has done in the past, and even if the American population doubles by 2100, all the rubbish America produces through the entire 21st century will still take up only one-12,000th of the area of the entire United States.
So what of global warming? As we know, carbon dioxide emissions are causing the planet to warm. The best estimates are that the temperatures will rise by 2-3℃ in this century, causing considerable problems, at a total cost of US$5,000 billion.
Despite the intuition that something drastic needs to be done about such a costly problem, economic analyses clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures. A model by one of the main authors of the United Nations Climate Change Panel shows how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to an increase of 1.9 degrees. Or to put it another way, the temperature increase that the planet would have experienced in 2094 would be postponed to 2100.
So this does not prevent global warming, but merely buys the world six years. Yet the cost of reducing carbon dioxide emissions, for the United States alone, will be higher than the cost of solving the world’s single, most pressing health problem: providing universal access to clean drinking water and sanitation. Such measures would avoid 2 million deaths every year, and prevent half a billion people from becoming seriously ill.
It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic — but more costly still to be too pessimistic.
Questions 27-32
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 27-32 on your answer sheet, write
YES if the statement agrees with the writer’s claims
NO if the statement contradicts the writer’s clams
NOT GIVEN if it is impossible to say what the writer thinks about this
27 Environmentalists take a pessimistic view of the world for a number of reasons
28 Data on the Earth’s natural resources has only been collected since 1972.
29 The number of starving people in the world has increased in recent years.
30 Extinct species are being replaced by new species.
31 Some pollution problems have been correctly linked to industrialisation.
32 It would be best to attempt to slow down economic growth.
Questions 33-37
Choose the correct letter, A, B, C or D.
Write your answers in boxes 33-37 on your answer sheet.
33 What aspect of scientific research does the writer express concern about in paragraph 4?
A the need to produce results
B the lack of financial support
C the selection of areas to research
D the desire to solve every research problem
34 The writer quotes from the Worldwide Fund for Nature to illustrate how
A influential the mass media can be.
B effective environmental groups can be.
C the mass media can help groups raise funds.
D environmental groups can exaggerate their claims.
34 What is the writer’s main point about lobby groups in paragraph 6?
A Some are more active than others.
B Some are better organised than others.
C Some receive more criticism than others.
D Some support more important issues than others.
35 The writer suggests that newspapers print items that are intended to
A educate readers.
B meet their readers’ expectations.
C encourage feedback from readers.
D mislead readers.
36 What does the writer say about America’s waste problem?
A It will increase in line with population growth.
B It is not as important as we have been led to believe.
C It has been reduced through public awareness of the issues.
D It is only significant in certain areas of the country.
Questions 38-40
Complete the summary with the list of words A-I below.
Write the correct letter A-I in boxes 38-40 on your answer sheet.
GLOBAL WARMING
The writer admits that global warming is a 38…………….challenge, but says that it will not have a catastrophic impact on our future, if we deal with it in the 39…………… way. If we try to reduce the levels of greenhouse gases, he believes that it would only have a minimal impact on rising temperatures. He feels it would be better to spend money on the more 40………… health problem of providing the world’s population with clean drinking water.
A unrealistic B agreed C expensive D right
E long-term F usual G surprising H personal
I urgent
剑桥雅思阅读5原文翻译及答案 第2篇
Question 1-Question 3
答案：D E G
关键词：Johnson’s Dictionary
定位原文：全文综合信息处理
解题思路: A选项的all，B选项的only都太绝对了;C选项对应的原文在第4段第4句“Johnson decided…”原文都说了他不需要那么多人来确认语言问题的讨论结果，和选项意思矛盾;D选项说约翰逊字典主要集中于当代文本中的语言，原文第6段第1句“Johnson wrote…”说的是drawn from the Elizabethans to his own time;意思一致;E选项和文中第6段第3句“Working to a deadline…”意思一致;G选项和第6段第5句意思一致;F选项和H选项的定位句分别在第6段“...he had to draw on the best of all previous dictionaries.”和第6段“He did not expect to achieve complete originality.”都与原文矛盾。
Question 4
答案：copying clerks或clerks
关键词：1764/a number of/who stood at
定位原文: 第5段第1句“…with a long desk running down the middle”
解题思路: a number of要求其后填名词复数形式，而此空后面的非限制性定语从句who又限定要填一个关于人的名词。
Question 5
答案：library
关键词：did not have a/40，000
定位原文: 第6段第1句“The work was immense：filling about eighty large…”
解题思路: 找到定位句后，很容易得到答案library。
Question 6
答案：stability
关键词：James Boswell
定位原文: 第8段最后1句“… in James Boswell’s words...”
解题思路: 原文的conferred on 和 空处的bring to 属于同义表达。
Question 7
答案：pension
关键词：King
定位原文: 第9段1句“… King George III to offer him a pension”
解题思路: offer him a pension 和题目的 was granted a pension 属于同义表达。
Question 8
答案：TRUE
关键词: middle classes
定位原文: 第3段第1句“Beyond…”
解题思路: 题干中的growing跟increase对应这一句中的两个rise，与原文意思一致。
Question 9
答案：FALSE
关键词：Johnson/death
定位原文: 第3段第2句“...as famous in his own time as in ours...”
解题思路: 这句话表明他当时跟现代都享有盛誉，题干与原文矛盾。题干的 well known 为文章里这句话中的famous的同义替换。
Question 10
答案: NOT GIVEN
关键词：several years
定位原文: 第4段内容
解题思路: 按照判断是非题的顺序原则，这题在文章中的定位应该在第9题在文章中所定位的语句后面，同时又应该出现在第11题定位语句的前面，故应该从第3段末开始找一直到第4段中间，我们找不到任何跟题干相关的信息，故此题为not given。
Question 11
答案：FALSE
关键词: academy
定位原文：第4段第4句“Johnson decided he did not need…”
解题思路: 这句话正说明约翰逊并未建立研究院来协助他完成字典的编纂。
Question 12
答案： FALSE
关键词：payment
定位原文: 第4段最后1句“He was to be paid …”
解题思路: He was to be paid……installment对应,明确提到了得到分期付款，跟题干矛盾。
Question 13
答案： TRUE
关键词：assistants/publication
定位原文: 第5段最后1句“He was also helped by six assistants…”
解题思路: 题干中的 not survive 跟文章中这句话的die对应，根据文意，题目表述是正确的。
Test 1 Passage 2
Question 14
答案：F
关键词：biological explanation/teacher-subject
定位原文: F段第1句“…and that Milgram’s teacher-subjects were just following…”
解题思路: 文章F段第一句中genetic，built-in，instinct这些词与题干中的biological explanation对应。
Question 15
答案：A
关键词：explanation/for the experiment
定位原文: A段最后1句“Specifically…”
解题思路: 定位句中的短语in the cause of 即为题干explanation的同义替换。
Question 16
答案： B
关键词：identity/pupil
定位原文: B段第3句“The supposed “pupil” was…”
解题思路: 找到对应句后很容易得出答案B。
Question 17
答案： D
关键词：expected/statistical
定位原文: D段倒数第2句“The phychiatrists felt that “most subjects…”
解题思路: 定位到D段后，发现这些数字都是描述的实验预期的结果。
Question 18
答案： I
关键词：general aim/sociobiological study
定位原文: I段第3句“This, in essence, is…”
解题思路: 找到定位句后，比较容易得出答案。
Question 19
答案： C
关键词：persuaded/continue
定位原文: C段第2、3、4句“Many of the teacher-subjects balked…”
解题思路: 注意go on即为 continue的同义替换。
Question 20
答案: B
关键词：teacher-subjects were told...
定位原文: A段最后1句“Specifically, Milgram told each volunteer…”
解题思路: 定位句说得很清楚：Milgram向每位在试验中扮演教师角色的志愿者明确地解释，试验是为了崇高的教育事业而进行的，是要测试体罚犯错误的学生是否会对学生的学习能力产生积极的影响。这就对应选项B。
Question 21
答案： D
关键词：instructed to...
定位原文: B段最后1句“Milgram told the teacher-subject…”
解题思路: 其中的instructed跟文章中的told对应，按照控制试验条件的规则，不管电压多髙都要直接施加。
Question 22
答案： C
关键词： phychiatrists
定位原文: D段第2句“The overwhelming consensus…”E段第1、2句“What were the actual results? Well, over 60 per…”
解题思路: 由这两句话的反差可以看出，精神科医生的确低估了试验对象对规则的遵从程度，其中的be willing to 跟题干中的willingness属于同义表达。
Question 23
答案：NOT GIVEN
关键词：Yale University
定位原文: A段第1句“...Stanley Milgram of Yale University tested 40 subjects from…”
解题思路: all walks of life是社会各界的意思，我们并不能肯定试验者就是来自耶鲁大学的心理学学生。本题属于典型的完全未提及型NOT GIVEN。
Question 24
答案：TRUE
关键词：explain/survival mechanism
定位原文: F段第2句“A modem hard-core sociobiologist might…”
解题思路: 定位句中的advantageous trait 与题干中的positive survival mechanism 属于同义表达。
Question 25
答案：FALSE
关键词：sociobiological explanation
定位原文: H段内容和I段第1句“Here we have two radically different…”
解题思路: 定位句的两句话都在体现出个人价值观在被权威所统治。
Question 26
答案：FALSE
关键词：sociobiology
定位原文: I段整个段落内容
解题思路: 我们在文章最后一段可以得知Milgram的实验并未解决社会生物学上的这个重大问题，只不过是证明了这个问题的存在。
Test 1 Passage 3
Question 27
答案：YES
关键词：environmentalists
定位原文: 第1段第1、2句 “For many…”
解题思路: hit-list重要事件的列表，按计划迸行杀害的名单。在这里应该理解为一系列。
Question 28
答案： NOT GIVEN
关键词：1972, only
定位原文: 第2段第2句“...“the Limits to Growth”was published in 1972…”
解题思路: 1972年这个信息只在上面这句话中出现，而按照顺序解题原则，这道题目的答案只能在第二段中寻找，实际上该段并未提到任何关于资料搜集开始时间的信息。所以这是一道典型的NOT GIVEN。
Question 29
答案： NO
关键词： starving people
定位原文: 第2段第3句“Fewer people are starving…”
解题思路: 这句话意思非常明确了，和题目表述矛盾。
Question 30
答案： NOT GIVEN
关键词： species
定位原文: 第2段第5句话“Third, although species are indeed…”
解题思路: 这一句虽然提到了物种，但是并没有提到题目中论述的那个话题。而且，题目其实也是在变相地将新旧物种比较，属于并不存在的比较关系，因此应选择NOT GIVEN。
Question 31
答案： YES
关键词： industrialisation
定位原文: 第2段第6句“And finally, most forms…”
解题思路: 这句话说明工业化早期的确引起了一些污染问题，，故此题选YES。
Question 32
答案： NO
关键词： economic growth/best
定位原文: 第2段第6句“...and therefore best cured not by restricting…”
解题思路: 文中已经明确提到控制污染的最好方式不是减慢经济发展速度，而是加速经济发展。
Question 33
答案： C
关键词：paragraph 4
定位原文: 第4段第2句“Scientific funding goes mainly…”
解题思路: 题目问的是作者提出了对哪个科研领域的关注，定位句明确说明这同样也给人们造成了一种印象，似乎存在许多潜在的问题，而事实并非如此，言下之意就是要确认好对研究领域的选择，C选项符合。
Question 34
答案： D
关键词：Worldwide Fund for Nature
定位原文: 第5段第3句“Understandably, perhaps, they sometimes…”
解题思路: 定位句明确说明也许有时候他们夸张了事实，选项D符合。
Question 35
答案： C
关键词：paragraph 6
定位原文：第6段第2句“That would matter less if…”
解题思路：题目问的是作者对游说团体的看法，C选项和原文表述一致。
Question 36
答案： B
关键词：newspaper print
定位原文: 第7段第3句“Newspaper and broadcasters…”
解题思路: 定位句说报纸和广播应该提供给公众所需要的，选项B满足读者需求，和原文表述一致。
Question 37
答案： B
关键词：America
定位原文: 第8段第3句“Yet, even if…”
解题思路: 题目问的是作者对美国垃圾问题的观点是什么，定位句说即便垃圾持续增长，人口增长，整个21世纪美国产生的垃圾只占整个美国面积的12万分之一，言下之意，就是B选项：垃圾问题没有我们想象的严重。
Question 38
答案： E. long-term
关键词： global warming/a
定位原文: 文章中最后4段内容
解题思路:这里应该填一个表示正面惑情色彩的形容词，而且这个词要可以和challenge搭配。那么选择范围就缩小到了agreed/right/long-term/surprising/urgent五个词上，,然后再根据后半句but来判断，,作者对全球变暖问题的态度是乐观的，显然应该是一个与catastrophic相反的词，因此范围最终缩小到了long-term。
Question 39
答案： D. right
关键词：way
定位原文: 文章最后4段内容
解题思路: 要和way来搭配，修饰way。按照题目中句子的含义来说，就是说以一个比较好的，合理的处理方法，就不会有灾难性的影响，只有right是最符合的。
Question 40
答案： I. urgent
关键词: health problem
定位原文: 倒数第2段第2句“…most pressing…”
解题思路: 这句话中的most pressing指最急迫的，最迫切的，正好和词库中的urgent相对应，属于同义表达。
剑桥雅思阅读5原文翻译及答案 第3篇
Question 1
答案： H
关键词： national policy
定位原文: H段第1句“The New Zealand Government…”
解题思路: 这一段的首句就以一种叙事口吻向考生交代了新西兰全国上下正在开展的一场为残疾人服务的战略，该句含义为“新西兰政府已经制定出一项‘新西兰残疾人事业发展战略’，并开始进入广泛咨询意见的阶段。”此外，在该段其他语句中也提到the strategy recognises..., Objective 3...is to provide...等信息，非常符合题干中account一词的含义。
Question 2
答案： C
关键词： global team
定位原文： C段最后一句“The International Institute of…”
解题思路： 这句含义为“在世界卫生组织的建议下，国际噪声控制工程学会(I-INCE)成立了一个国际工作小组来”，这句话中international可以对应题干中的global, 而working party可以对应team。这是对应关系非常明显的一道题目。
Question 3
答案： B
关键词： hypothesis, reason, growth in classroom noise
定位原文： B段第3句“Nelson and Soil have also suggested...”
解题思路： 在该段首句中就出现了classroom noise这个词，因此该段有可能就是本题的对应段落。在接下来的叙述Nelson and Soil have also suggested...中，suggest一词可以对应题干中的 hypothesis 后一句中的This all amounts to heightened activity and noise levels，与题干中的 one reason相对应。
Question 4
答案： I
关键词： worldwide regulations
对应原文： I 段最后一句“It is imperative that the needs…”
解题思路： 全文只有此句中提及国际标准，含义为“今后在制定和颁布国际标准时，必须把这些孩子的需求考虑进去。”句中的international应题干中的worldwide，standards对应题干中的regulations。这道题属于考点明晰、词语替换幅度也不大的简单题型。
Question 5
答案： D
关键词： medical conditions，more at risk
定位原文： D段第1句“… those with a disability that affects…”
解题思路： 该段第一句话就明确说出了题干中的意思。While引导让步状语从句，不必细看，直接跳到主句，those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable，含义为“那些在语言沟通方面有障碍的孩子们显然是噪音的更大受害者”; disability that affects their processing of speech and verbal communication对应题干中的medical conditions, extremely vulnerable对应题干中的more at risk。此外，下文罗列出的hearing impairment, autistic spectrum disorders and attention deficit disorders可与a list of medical conditions相对应 。
Question 6
答案: A
关键词: proportion, with auditory problems
定位原文: A段最后一句“The New Zealand…”
解题思路： 此题相对来说比较简单，看到题干中proportion“比例”一词，马上扫描文章，寻找带有百分比的段落。显然，只有A段最后一句带有明显的百分比。接着需要验证百分比所在的句子是否在讲新西兰听力残障患儿的比例，然后确认选择就可以了。该句中affected by hearing loss与题干中的with auditory problems相对应。
Question 7
答案： two decades
关键词： For what period of time, been studied
定位原文： A段最后一句“The New Zealand Ministry of Health…”
解题思路： 在这句话中，有的考生会认为答案是over two decades,他们会把 over翻译成“超过”。实际上，在雅思阅读中，over大多数情况下是 during的意思，表示“在某段时间内”。况且此处若填over two decades，也不符合题目要求。故正确答案为two decades，注意复数形式。
Question 8
答案: crowd (noise)
关键词: machinery noise, autism
定位原文: E段倒数第3句“Autistic…”
解题思路: 此题的难度就是对应点和上一题离得太远，不太好找。但是考生如果能循着autism(自闭症)这个词，同时再留意一下它的变形，如 autistic, 就能快速定位到E段首句Autism这个词，然后找到such as和the noise generated by machinery。这样就不难推出正确答案就是和the noise generated by machinery并列的 crowd noise。
Question 9
答案: invisible (disabilities/disability)
关键词: term, schoolchildren which have not been diagnosed
定位原文: G段倒数第2句“It is…”
解题思路： 根据顺序原则，可以大概判断出此题应该在E段以后的段落出现，而term一词是“术语”的意思，一般对应文中特殊字体或加引号的词。按这个思路找下去，很快可以找到G段倒数第二行的引号。 接下来只需判断一下在引号周围的内容是否是在谈which have not been diagnosed。文中提到…many undiagnosed children exist in the education system with‘ invisible’disabilities，undiagnosed一词即使不认识也可以根据构词法利用前缀un猜测为“未经的”，完全可以与题目have not been diagnosed对应。故正确答案为invisible (disabilities/disability )。
Question 10
答案: Objective 3
关键词： What part, New Zealand Disability Strategy, equal opportunity
定位原文： H段第3句“Objective 3…”
解题思路: 首先利用大写New Zealand Disability Strategy定位到H段，然后开始寻找equal opportunity，很快将目标锁定在第六行末尾处。读完这个词所在的整句话，不难发现是这个战略中的Objective 3专门针对平等机会问题。故正确答案为Objective 3。
Question 11 & Question 12
答案: A C (in either order)
关键词: factors contributing to classroom noise
定位原文: B段，参见详细的解题思路解析
解题思路: 选项A：当今教学方式——B段第二行出现的Modem teaching practices以及第五行出现的...recent trends in learning...都可以对应该选项。故选项A正确;选项B：走廊回音——没有提到，不要因为B段第三行提到poor classroom acoustics就联想是这个选项，这只是指教室中的音响效果差;选项C：制冷系统 ——第三行中提到…mechanical means of ventilation such as air-conditioning, 指空调通风口产生的噪音。故选项C正确;选项D：班级学生数量太多——完全未提及;选项E：老师声音洪亮——文中只是提到老师，但是没有说老师声音洪亮;选项F：操场游戏——完全没有提到。
Question 13
答案： C
关键词： overall purpose
定位原文： I 段
解题思路： 题目：作者写本文的主要目的是什么?A. 比较应对听觉障碍的不同措施;
B.为过分嘈杂的学习环境提供解决方法;C提高对听觉障碍儿童现状的关注;D把新西兰作为其他国家学习的榜样。首先排除D,因为I段前两句话表明新西兰实际上要效仿其他国家，而不是被其他国家效仿，这个选项与文中信息矛盾。接着I段提到：Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account…这句话明确表示本文的目的是让更多人关注听觉障碍儿童的现状。故正确答案是C。
Test 2 Passage2
Question 14
答案: F
关键词: examples of different ways, parallax principle, applied
定位原文: F段倒数第3句“The parallax principle can be extended…” 视差原理可以延伸应用到恒星之间距离的测量中。
解题思路: 句中的be extended to 就可以理解为视差原理之前是用在别的地方，现在又被延伸应用到恒星间距离的测量可以与题干中applied相对应。如果阅读得足够仔细的话，就会发现在前文中提到了利用视差原理测出了天文单位，即相当于地球到太阳的距离。可能很容易没有耐心，在看到F段之前就作出判断。比如可能会在B段倒数第四行看到parallax angle, 就简单判断该段是此题的答案;还有的可能在C段也见到了parallax一词，也就顺着作出错误判断。 因此，解答这种类型题目时候一定要有足够的耐心。故答案选F。
Question 15
答案: D
关键词: prevented, transit observation
定位原文: D段内容
解题思路: 该段叙述了倒霉的法国人Le Gentil两次不成功的观测经历。一次是在乘坐一艘法国军舰 穿越印度洋逃亡的时候，他看到了一次凌日现象，但是船的颠簸摇晃使他完全没有机会进行精确观测。第二次是在跋涉了将近五万公里之后到达菲律宾准备观测，但是他的视野居然被一片乌云给遮住了。由于这段文字叙述故事性较强，所以比较容易选择。该段中像ruled out，clouded out这样的词组，都能够对应题干中的prevent。最后的dispiriting experience“令人沮丧的经历”也可以体现观测受阻后的遗憾。故答案选D。
Question 16
答案： G
关键词： potential future discoveries
定位原文： G段最后1句“But such…”
解题思路: 如果在段落信息配对题中出现future一词，则该信息点一般都出现在文章的最后一段。本文最后一段中用pave the way for这样的词组表明transit observation的确为宇宙终极探索——寻找类地行星提供了可能性。故答案选G。
Question 17
答案： E
关键词： astronomical instruments, failed
定位原文： E段第1句“While the early transit timings…”
解题思路：定位句中出现的instruments和dogged与题干中的定位词分另别应。句子含义为“虽然早期对凌日时间的观测就当时所用的器材而言已足够精确,但是其测量结果却受到‘黑滴’效应的困扰。”词组be dogged by表示“为……所困扰”。这一段的确是在讲早期金星凌日观测中的不尽如人意的方面，故答案选E
Question 18
答案: D
关键词： Sun from Earth，observations of Venus，a fair degree of accuracy
定位原文： F段2、3句“Johann…”
解题思路: 显然对应文章F段出现的数字，通过阅读F段前五行，可以找出reasonably accurate 对应 a fair degree of accuracy, a value for the AU “天文单位的数值”， 即太阳到地球的距离，对应distance of the Sun from the Earth。所以此题应选D。
Question 19
答案: A
关键词： could be worked out，comparing observations of a transit
定位原文： B段第3句“In November…”
解题思路： 文中B段Hailey第一次提出通过观测凌日现象可以计算出视差角度。视差角度是指天体的位置由于观测者的位置不同而产生的明显差异。计算视差角度让 天文学家得以实现当时最终目标——算出地球与太阳之间的距离，这个距离 就是所谓的“天文单位”。
找到Hailey名字所在的地方，再顺着向下阅读，很容易找到答案。所以此题应选A。
Question 20
答案： B
关键词： time taken by a planet to go round, depends on its distance from the Sun
定位原文： C段第2句“Johannes Kepler, in the…”
解题思路： 文章中C段第二句提到了Johannes Kepler，他提出 the distances of the planets from the Sun governed their orbital speeds，其中 orbital speed 就等同于题中的 the time taken by a planet to go round the Sun。所以此题应选B。
Question 21
答案： C
关键词： Venus transit，make any calculations
定位原文： D段第5句“Fleeing on a French warship…”
解题思路： 倒霉的法国人Le Gentil，在出现他姓名的D段，明确提到Le Gentil saw a wonderful transit — but the ship’s pitching and rolling ruled out any attempt at making accurate observations,其中 ruled out any attempt at making accurate observations 与题目中的 unable to make any calculations相对应。所以此题应选C。
Question 22
答案： FALSE
关键词： Hailey, observed
定位原文：C段最后一句“Nevertheless, he accurately…”
解题思路: 定位句含义为“尽管如此，Hailey是准确预测出金星会在1761年与1769年两次穿过太阳表面，只可惜他有生之年一次也没看到。”此题考点明显，比较好定位，如果在阅读过程中对Hailey印象深刻，因此很容易看到C段最后的这句话。
Question 23
答案： FALSE
关键词： managed to observe, second Venus transit
定位原文： D段最后一句“Ironically after travelling…”
解题思路： D段说到在逃亡的船上，Le Gentil的第一次观测没能成功;接着他去了菲律宾， 准备第二次观测，但是对应句表明在最后一刻，天空多云，他又没成功，正好和题目中的说法相反。
Question 24
答案: TRUE
关键词: Venus, starts to pass in front of the Sun, appears distorted
定位原文: E段第2句“When Venus begins to cross…”
解题思路：根据句中begins to cross the Sun’s disc和题目中的starts to pass in front of the Sun相对应找到此题定位处，此时会发现对应句中的looks和题目中的appears可以完全对应，另外可以根据句中的not circular来推测前面的smear的意思，not表示转折，所以smear意思应 与circular相反，不是圆的。如果考生不认识circular,则可以通过cir这个词根来联想 circle, 进而猜测。
Question 25
答案： NOT GIVEN
关键词： atmosphere, Venus, toxic
定位原文：E段最后一句“…Venus was surrounded by…”
解题思路：E段倒数第二行提到 了 Venus was surrounded by a thick layer of gases,但 是这里仅仅是说金星被厚厚的大气层所围绕，并未提到这个大气层是否是toxic(有毒的)。
Question 26
答案： TRUE
关键词： parallax principle, distant stars
定位原文：F段倒数第3句“The parallax principle can be extended to measure…”
解题思路：The parallax principle can be extended to measure the distances to the stars.视差原理可以延伸应用到恒星之间距离的测量中。 利用parallax principle和顺序法则很容易定位此题，而且此题考点与第14题相似，不管先做哪个题目，另外一题都会很容易得出正确答案。
Test 2 Passage 3
Question 27
答案： C
关键词： Neuroeconomics
定位原文：第1段内容
解题思路： 题目：神经经济学作为一个研究领域，旨在：A.改变科学家对脑化学的解读;
B.了解大脑如何做出正确决定;C.了解在激烈的竞争中大脑与成功的关系;D.追踪大脑不同部分中神经元的具体放电模式。利用定位词可以将此题定位至文章第一段的第三句，然后和四个选项进行比较。句中的success可以对应题中的achievement，competitors可以对应题中的 competitive。句中which弓|导的非限制性定语从句对先行词neuroeconomics起了解释说明的作用。故答案应该选择C。选项D在第一段虽然被提及，但并非是神经经济学研究目的之所在，故排除。选项B根本未被提及，也可以排除。选项A貌似有道理，但实际上是对第一段某些词语的过度解读。
Question 28
答案： B
关键词： iconoclasts, distinctive
定位原文：第2段内容
解题思路：作者认为传统叛逆者与众不同是因为：A他们的大脑回路与众不同;B他们的大脑功能与众不同;C他们的性格与众不同;D他们能很快做出决定。此题定位点在文章第二段第一句，这句话明确说明传统叛逆者之所以与众不同，主要是因为他们的大脑在三方面与众不同：认知力、恐惧反应力以及社交能力。由此可知选项B正确。A和B相比，过于具体，仅仅将与众不同理解为回路不同，与文中说的三方面不同相悖，故可以排除。选项D的 解释过于简单，可以直接排除。至于选项C中出现的personalities一词则出现在第二段的倒数第四行，此信息已经于本题无关。
Question 29
答案： D
关键词： brain, efficiently
定位原文：第3段内容
解题思路：题目：作者认为大脑可以高效工作，这是因为：A.大脑迅速利用眼睛;B.大脑对信息的解读逻辑性强;C.大脑产生能量，自给自足;D.大脑依赖过往事件。根据定位词efficiently可以快速将此题定位至文章中第三段第二句，然后根据该段内容对各个选项进行判断。首先可以排除选项A，这一段只是提到面对眼前源源不断输入的信息，大脑会快速解读，而不是说大脑利用眼睛干什么。选项B中提到的逻辑，文中也并未涉及。而选项C说大脑可以自己给自己提供能源，一定是对第二句中It has a fixed energy budget的误读。这样排除掉前三个选项之后，正确答案应该就是选项D。
Question 30
答案： C
关键词： perception
定位原文： 第3段和第4段
解题思路： 题目：作者认为认知是：A.光子与声波的结合;B.感官信号的可靠产物;C.大脑处理的结果;D.一个我们通常能意识到的过程。这道题目横跨的篇幅比较长，文中对应点在第三段和第四段。首先，在第三段倒数第二行Perception is not simply a product of what your eyes or ears transmit to your brain.从这句话就可以知道，选项B是不对的;接着，利用最后一句话More than the physical reality of photons or sound waves, perception is a product of the brain.可以排除选项A，同时引出选项C有可能正确。最后在第四段第四行后半 句中提到Perception is not something that is hardwired into the brain. It is a learned process...正好能够和选项C 中的a result of brain processes 对应。
Question 31
答案： B
关键词： iconoclastic thinker
定位原文： 第4段内容
解题思路： 题目：作者认为传统叛逆者A.将认知思考集中于大脑一个区域;B.会避开认知陷阱;C.拥有天生就适合学习的大脑;D.会拥有比常人更多机会。此题定位在第四段。该段第二句和第三句提到Iconoclasts see things differently to other people. Their brains do not fall into efficiency pitfalls as much as the average person’s brain. 这句话实际上对应的就是选项B。但是有粗心的话会因为 average person这个词组选择D。选项D不仅不正确，反而可以根据其中不存在的比较关系直接排除。选项A中的central—词，估计是发源于第四段第一句话Perception is central to iconoclasm.应该直接被排除掉。至于选项C中出现的hardwired, 在第四段第四行中Perception is not something that is hardwired into the brain.就已经被否定了。
Question 32
答案： YES
关键词： brain, think differently, exposure, forces
定位原文： 第5段第1句“The best way to see…” 要想思维方式与众不同，最佳做法就是往大脑里塞其闻所未闻的东西。
解题思路： 这道题目实际上需要利用上一大题来确定其大位置是在第五段，在确定大致位置之后，再用定位词确定该题的确切位置是在第一句。Bombard一词是“轰炸”的意思，此处有强迫大脑接收信息的含义，对应题目中的forces; 以对应题目中的exposure。
Question 33
答案： YES
关键词： Iconoclasts, new experiences, unusually receptive
定位原文： 第5段第3句“Successful iconoclasts have…” 成功的传统叛逆者非常乐意接受新鲜事物。
解题思路： 文中的have an extraordinary willingness to be exposed to与题目中的are unusually receptive to相对应，what is fresh and different与题目中的new experiences相对应。
Question 34
答案： NOT GIVEN
关键词： shy
定位原文： 第6段内容
解题思路： 只在第六段中提到阻止人们创新思维的是两种恐惧：对不确定性的恐惧以及对沦为笑柄的担忧，接着上一题的定位句往下找，无法找到题干中所叙述的shy这个概念，而且全文也没有提及。
Question 35
答案： NO
关键词： overcome fear
定位原文： 第6段第2句“Fear is a major impediment…” 恐惧是阻止人们像传统叛逆者那样思考的主要障碍，它使普通人在创新思考的道路上踌躇不前。
解题思路： 此题出题思路有点绕，对应句的意思是说恐惧阻止了普通人像传统叛逆者那样进行思 考。而且整个第六段都是在讲恐惧，尤其是对公开演讲的恐惧，是如此常见，甚至被认为是人性之一，显然，传统叛逆者也对公开演讲有恐惧，只是他们不会让这种恐惧在公开 演讲时对自己产生阻碍。并不是像本题所叙述那样，传统叛逆者可以克服恐惧。
Question 36
答案： NOT GIVEN
关键词： embarrassment, fears
定位原文： 无
解题思路： 此题也是一道完全没有提及型的NOT GIVEN题。即便按照顺序原则顺着上一题向下找，但是直到找到第37题的考点，也没有出现 embarrassment一词 。
Question 37
答案： NO
关键词： public speaking, psychological illness
定位原文： 第6段第5句“But fear of public speaking,…” 但是，对公开演讲的恐惧则折磨着超过三分之一的人。因为人时不时就要讲一讲，所以这种恐惧太常见了，很难被视作一种精神疾病。
解题思路： 这句话明确指出，对于公开演讲的恐惧由于涉及人群广、十分常见，所以很难被视作一种精神疾病。这就和题干的陈述直接冲突。在这里一定要能够理解too...to...“太……以至于不能……”这个结构。
Question 38
答案： A
关键词： successful iconoclast
定位原文： 第7段第1句“Finally, to be successful iconoclasts, individuals…”
解题思路： 可以看出要成为 successful iconoclasts，social intelligence必不可少。段末最后一句话Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.表明如果要成为成功的传统叛逆者，就必须知道认知和社会决策之间千丝万缕的联系。所以总结一下，a successful iconoclast既需要social intelligence，也需要perception。 故此题应选A。
Question 39
答案： B
关键词： social brain
定位原文： 第7段第4句“In the last decade there has been…”
解题思路： 该句含义为“在过去的十年里，人们对社会型大脑的认知突飞猛进，对这种大脑在团队协作共同决策时所起的作用也了如指掌。”这句话提到的groups coordinate decision making，正好与选项B当中提到的how groups decide on an action相对应。故此题应选B。
Question 40
答案： C
关键词： an asset
定位原文： 第8段内容
解题思路： 第八段整个一段都是对iconoclasts的评价。在第一句中就提到了 iconoclasts是跨领域的人才，纵横艺术、技术、商业领域。正是他们的创造力和革新能力使得他们成为a major asset to any organization。只有选项C中提到in many fields, both artistic and scientific。故此题应选C。
剑桥雅思阅读5原文翻译及答案 第4篇
Question 1
答案： vii
关键词： background, middle-years education
定位原文: B段第1句“Lower secondary schools…”
解题思路: 作为LIST OF HEADINGS的第一个题目，此题还是稍有难度的，因为需要通读Section B的全部内容才能看出这是在讲日本中学的教育背景。如果单纯用首句中的lower secondary schools来对应题目中的middle-years education 也能够得到答案，但是需要一定程度的大胆推测。正确答案为vii。
Question 2
答案： i
关键词： Monbusho
定位原文： C段第2句“Monbusho, as part of...”最后一句“Monbusho also decides ...”
解题思路：可以推测出这一段在讲Monbusho的影响。故正确答案为i。
Question 3
答案： v
关键词： typical format
定位原文： D段第1句“Lessons all follow…”
解题思路： 读首句就能够判断本题答案，题干中的format 与文中的pattern属于同义转述。故正确答案为v。
Question 4
答案： ii
关键词： less successful students
对应原文：E段第1小段第2句“...any stragglers…neighbor.”第2小段的第1句“Parents are kept…”
解题思路：本题稍有难度，对应信息分布较广。 Section E 中第一段的对应句说的是后进生在学校里得到的帮助;第二段的对应句则在讨论家长如何帮助孩子跟上班级的进度。定位词与文中的 stragglers属于同义转述。故正确答案为ii。
Question 5
答案： viii
关键词： key, successes
定位原文：F段第1小段的第1句“So what are the major…”
解题思路： 开头设问道：“那么什么是日本数学教学成功的主要因素呢?”下面紧接着回答： 显然态度是重要的，然后具体解说态度如何重要。其中的contributing factors与key相对应。故正确答案是viii。
Question 6
答案: YES
关键词: English pupils, Japanese counterparts
定位原文: A段第2句“... have established that not only did Japanese…”
解题思路： 本题解题关键是搞清楚where后面引导的定语从句。在将英日两国13岁学生的成绩进行比较时，作者先说日本学生平均成绩较高，接着说英国低分学生比较多，而且英国学生分数跨度比较大。如果不仔细看，此题目很可能选成NOT GIVEN。
Question 7
答案： NO
关键词： Gross National Product
定位原文： A段最后1句话“The percentage of Gross…”
解题思路： 这个问句表明日本投入同样的GNP却能够产生更好的数学成绩，显然，教育水平高低不能单纯以GNP投入论之。此题也具有一定的迷惑性。
Question 8
答案: NOT GIVEN
关键词: private schools , state-run lower secondary schools
定位原文: B段
解题思路: 本题属于典型的比较关系不存在的NOT GIVEN题目。多个信息词在B部分都出现过，但就是没有提到题目中所说的关系。
Question 9
答案: NO
关键词: mark homework
定位原文: D段第3句“Pupils mark their…”
解题思路： 学生自己批改作业：这在日本的学校教育中是一条重要原则。本题定位信息比较明确，可轻松判断出答案。
Question 10
答案: B
关键词： maths textbooks, Japanese schools
定位原文： C段第3句“These textbooks…”
解题思路: 题目问日本学校的数学教科书如何。文章中说 the textbook are...well set out and logically developed，B 选项意思是“合理安排并且适应学生的需求”，符合文意。
Question 11
答案: C
关键词: new maths topic
定位原文: D段第2段的第1句“After the homework has…”
解题思路: 题目问怎么样介绍一个新课题，文章中说 ...the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration，C 选项意思是“十分仔细和耐心地去给学生解释”，与原文意思相符。
Question 12
答案： A
关键词： experience difficulties
定位原文： E段第1段第2句“Teachers say…”
解题思路： 题目问学校如何帮助遇到困难的学生，对此文章中说 Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary。A 选项意思是“学生被给予合适的额外的补课”，所以为正确答案。
Question 13
答案： C
关键词： relatively high rates of success
定位原文： F段第1段的最后1句“Education is…”
解题思路： C 选项意思是“做出更多努力并对正确答案加以强调”，符合文意。
Test 4 Passage 2
Question 14
答案: B
关键词: pesticides
定位原文: 第1段第2句“Apart from…”
解题思路: 题目问使用杀虫剂导致了什么。文章中说 Apart from engendering widespread ecological disorders... B 选项意思是“使得全世界许多生态系统出现不平衡”，符合文意。
Question 15
答案: A
关键词: Food, Agriculture Organization, more than 300
定位原文: 第2段第1句“According to a recent…”
解题思路: A 选项意思是“这些害虫已经对很多杀虫剂不再有反应了”，和文中的 resistance 对应。
Question 16
答案： D
关键词： cotton farmers, Central America
定位原文： 第4段第1、2句“The havoc that…”
解题思路: D 选项意思是“(棉农)为了保证更多的产量”，与原文意思相符。
Question 17
答案： D
关键词： mid-1960s, cotton farmers, Central America
定位原文： 第5段第1句“By the mid-1960s…”
解题思路：文章说 By the mid-1960s, the situation took an alarming turn with the outbreak of four more new pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on cotton production was accounted for by pesticides，D 选项意思是“占据了用于农业的50%的经费”，为正确答案。
Question 18
答案: NOT GIVEN
关键词： disease-spreading pest, agricultural pests
定位原文： 第2段最后1句“Not to be left behind…”
解题思路: 题目说传播疾病的害虫比农业害虫对杀虫剂的反应更快，但是文章中并没有对这两种害虫做比较。
Question 19
答案: YES
关键词： innate immunity
定位原文： 第2段最后1句“Not to be left behind…”
解题思路：题目说很多害虫天生就对杀虫剂有免疫能力，文章中说大约有100种传播疾病的害虫对各种正在使用的杀虫剂免疫，题目描述的与文章内容一致。
Question 20
答案： NO
关键词： biological control, synthetic chemicals, offspring
定位原文：第7段第1句“…a more effective and ecologically sound strategy of biological control，involving…”
解题思路：一种更加行之有效而健全的生态策略，即生物防虫法，就越来越受欢迎。这种策略主要是有选择性地使用害虫的天敌。通过翻译该句，考生会发现生物防虫法恰恰不涉及使用人造农药，因此题目与原文叙述相反。
Question 21
答案： YES
关键词： bio-control, certain circumstances
定位原文：第7段最后1句“When handled by…”
解题思路：文章说如果生态控制由专家来实施，那么它是是安全的，无污染的。题目的描述与文章一致。
Question 22
答案： D
关键词： disapene scale insects
定位原文：第9段最后1句“CIBC is also…”
解题思路: 破折号后面的同位语成分是对 ‘disapene scale’ insects的解释说明。defoliant指脱叶剂，考生即使不知道它的意思，也能够猜出来这种虫子危害果树。故答案为D。
Question 23
答案： H
关键词： Neodumetia sangawani
定位原文： 最后1段第3句“A natural predator…”
解题思路： 这道题目的解题关键是搞清楚定语从句 that was devouring forage grass 的先行词是 grass-scale insect,而不是 Neodumetia sangawani, 否则答案很容易就误选A。故答案为H。
Question 24
答案： C
关键词： leaf-mining hispides
定位原文：最后1段第2句“...flourishing coconut groves were plagued by leaf-mining hispides...”
解题思路： blighted这个词很多考生不认识，不过通过上下文应该能够轻易猜出是贬义词，指的是leaf-mining hispides祸害了什么。故答案为C。
Question 25
答案: E
关键词: Argentinian weevil
定位原文: 第9段第2句“...trying out an Argentinian weevil for the eradication of water hyacinth...”
解题思路： wipe out的意思是“消灭”，相当于文中的 eradication, 故答案为E。
Question 26
答案： B
关键词： Salvinia molesta
定位原文： 最后1段最后两句话“By using Neochetina bruci, a beetle…”
解题思路：这道题目的难点在于专有名词太多，还间或有插入语或过去分词，使考生容易忽视真正的动词，比如freed和infested。代词指代成分this weed也容易被误解。如果能够将这个句子读上两遍，正确答案B也就不难找到了。
Test 4 Passage 3
Question 27
答案： TRUE
关键词： taxonomic research
定位原文：第1段第3句“For taxonomy,…”
解题思路： 题目中说生物分类学研究涉及比较一组蚂蚁的成员，文章说从一个单独的巢穴去研究，两者一致。文章中的 taxonomy 对应题目中的 taxonomic research，a single nest 对应one group of ants。
Question 28：
答案： NOT GIVEN
关键词： new species, taxonomists
定位原文：第1段最后1句 “The taxonomist…”
解题思路： 题目说蚂蚁的新物种经常被生物分类学所辨别，而文章并没有给出new species 相关的信息。
Question 29：
答案： TRUE
关键词： range, criterion
定位原文：第1段第4句“For ecological studies…”
解题思路： 题目说范围对于生态收集是一个关键的标准，文章中说对于生态学研究而言,最重要的因素是尽可能多的去收集不同的可认知的物种，题目与原文表述一致。其中文章中的 as many of different species as possible 对应题目中的 range, the most important factor 对应 the key criterion。
Question 30：
答案： FALSE
关键词： single collection
定位原文：第1段倒数第2句“..these methods are not…”
解题思路：显然，分类学采集法和生态学采集法不总是兼容的，也就是说一次蚂蚁采集不可以为两种方法共用。
Question 31：
答案： A
关键词： preferable, take specimens from group of ants
定位原文：第2段第5句“When possible,…”
解题思路：有可能的话，采集应当从蚁巢或觅食蚂蚁群开始搜集，而且至少采集20至 25只蚂蚁。根据题干定位词可以定位至第2段，而第2段讲的都是手工采集法，很显然答案是A。
Question 32：
答案： C
关键词： effective, wet habitats
定位原文： 第4段倒数第3句“This method…”
解题思路： 这个方法特别适用于雨林和沼泽地区。第4段讲的是落叶层抽样法，定位词wet habitats与文中的rain forests and marshy areas属于同义转述，故正确答案为C。
Question 33：
答案： B
关键词： hard to find
定位原文：第3段第2句“This often increases…”
解题思路：这种方法通常能够增加采集的个体量，还能吸引那些难以捕捉的物种。这道题的解题关键是理解定语从句中的elusive, 它就相当于定位词hard to find，这个词剑桥系列中屡次考到，考生一定要注意。句中的this指的就是诱饵采集法，故答案为B。
Question 34：
答案： D
关键词： little time and effort
定位原文：第5段倒数第2句“One advantage of …”
解题思路：陷阱采集法的一个优势在于，仅仅需要极少的维护和干预，它们就能够持续使用一段时间。此题的解题关键是理解minimal maintenance and intervention,它就相当于题目中的little time and effort。故答案为D。
Question 35：
答案： A
关键词： separate containers, individual specimens
定位原文：第2段倒数第2句“Individual insects…”
解题思路：定位句中的 plastic or glass tubes 相当于题目中的 separate containers， individual insects相当于individual specimens。该句位于第2段，从而可以判断出该句讲的是hand collecting。故正确答案为A。
Question 36：
答案： D
关键词： non-alcoholic preservative
定位原文：第5段倒数第3句“The preservative used…”
解题思路：由于酒精易挥发，瓶子很快就会干了，所以我们使用的防腐剂通常是乙二醇或丙二醇。通过理解原因状语从句，推测出陷阱釆集法中使用的防腐剂应该是无酒精的，对应于题目中的non-alcoholic preservative, 所以答案为D。
Question 37-Question 40
答案： heat leaf litter screen alcohol
关键词：funnel
定位原文：第4段内容
解题思路： This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat. 37、38和39三个空位于文中同一句话中，关键要搞清楚最上面是什么， 中间是什么，下面又是什么。placing leaf litter on a screen 表明 leaf litter在 screen上面;而后面的 over a large funnel又代表screen是被放置于funnel之上的。因此可以确定图中38 和39两个空的答案分别是leaf litter和screen。接着看到under some heat， 也就是说上述的三样东西都是在这个heat下的，所以最上面的37空应该填heat一词。As the leaf litter dries from above, …below the funnel.这句话中，placed below the funnel是修饰alcohol的，也就是说，funnel下的液体应该是酒精，故正确答案为alcohol。
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