剑桥雅思阅读9原文答案解析(test4)
剑桥雅思阅读部分的题目可以进行一些分类总结，因为考试的常见内容一般都会在下次考试中出现的。下面就是今天小编给大家带来的剑桥雅思阅读9(test4)的内容，希望能够帮助同学们备考雅思考试。
剑桥雅思阅读9原文(test4)
READING PASSAGE 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 ‘attractiveness’, especially given the increasing need in the heritage industry for income-generating activities.
E. It could be claimed that in order to make everything in heritage more ‘real’, historical accuracy must be increasingly altered. For example, Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial features, because this corresponds to public perceptions. Similarly, in the Museum of Natural History in Washington, Neanderthal man is shown making a dominant gesture to his wife. Such presentations tell us more about contemporary perceptions of the world than about our ancestors. There is one compensation, however, for the professionals who make these interpretations: if they did not provide the interpretation, visitors would do it for themselves, based on their own ideas, misconceptions and prejudices. And no matter how exciting the result, it would contain a lot more bias than the presentations provided by experts.
F. Human bias is inevitable, but another source of bias in the representation of history has to do with the transitory nature of the materials themselves. The simple fact is that not everything from history survives the historical process. Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people. The same applies to the furnishing and other contents of the premises. In a town like Leyden in Holland, which in the seventeenth century was occupied by approximately the same number of inhabitants as today, people lived within the walled town, an area more than five times smaller than modern Leyden. In most of the houses several families lived together in circumstances beyond our imagination. Yet in museums, fine period rooms give only an image of the lifestyle of the upper class of that era. No wonder that people who stroll around exhibitions are filled with nostalgia; the evidence in museums indicates that life was so much better in past. This notion is induced by the bias in its representation in museums and heritage centres.
Questions 31—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.
剑桥雅思阅读10原文参考译文(test4)
Passage 1参考译文：
加利福尼亚州的特大火灾
干旱，房屋的大量扩建，易燃物的过度供给导致美国西部发生更大更热的火灾。
森林大火正在成为美国西部不断增大的威胁，而加利福尼亚州南部是受影响最严重的地区。加利福尼亚州南部大火愈加频发，尽管与其对抗的救火队有着相比以前更为充分的准备和多年消除由“圣安娜之风”煽动起的火灾的经验，他们还是在控制大火上遇到了困难。这是有原因的。专家表示，总的来说，现在的森林大火比过去溫度更高，蔓延得更快，扩散踪迹更为飘忽不定。
特大火灾，也称为“围攻火”，是指近来频发的能够烧毁万英亩及以上土地的大火，这种大火烧毁的土地面积相当于20年前一般森林大火破坏面积的10倍。据州政府统计和新闻报道显示，最近几场森林大火已被列入加利福尼亚州有史以来在烧毁面积上的最重大型火灾。
关于频发超级火灾这一趋势，其中一个解释便是该地区通常夏天干燥，且近几年降水量远远低于正常水平。专家表示，另外一个原因是与美国林务局一项长达一个世纪的政策有关。该政策规定发生森林大火时应尽快阻止大火。由此产生了无意识的后果，即是：中断了灌木丛自然的根除过程，现在致使灌木丛成为特大火灾的主要燃料。
他们补充道，还有其他三个因素导致该趋势。首先是气候的变化，整个西部地区平均每年温度上升1 华氏摄氏度。第二点是火险季节相比20年前平均延长了78天。第三，是在多树地区房屋的不断扩建。
“我们在易燃的生态系统中不断地建造我们的房屋，”马萨诸塞州伍斯特市克拉克大学地理研究生院的副教授多米尼克?库拉考斯基表示，“在美国西部大多数森林中这样做，如同在一个活火山的边上建房。”
至少十多年来，加利福尼亚州平均每年增加60多万人口，越来越多的住宅正在建造当中。“曾一度空旷的地带现在是高密度的住宅屋群，这为火灾的发生提供了燃料。”加利福尼亚州林业消防员联盟部的特里?麦克黑尔指出，“这么严重的干旱，这么多可能发生大火的社区，这么多需要去努力的方面，消防已成为一项不可思议的工作。”
据称，有史以来最大的几场火灾烤焦了成千上万英亩的土地，烧毁了数以万计的房屋，烧死大量的居民之后，许多专家给予了加利福尼亚州相当高的评价，因其近几年来在消防准备工作中取得的进步。观察家们表示，这些火灾本该受到控制却依旧蔓延开来，相关部门过去被严厉指责为工作不力。如今，他们正面临着来自周边地区和峡谷的前所未有的巨大挑战。
州政府已经实现了关于提供更多先进的消防车、飞机和直升机以对抗火灾的承诺。消防员联盟在过去曾抱怨破旧的设备、陈旧的消防车和数量不足的消防安全蓝图。现如今称赞州政府的允诺行为。 尽管消防资金并未增加，政府却大量削减其他项目的资金以支援消防建设。“我们很高兴现任加利福尼亚州的行政部门非常积极主动地支持我们，同时已经通过了我们渴望已久的关于满足基础设施需求的预算支持方案。”消防员联盟的麦克黑尔先生表示。
除了提供资金以升级需横穿辽阔大州和沿着坑堤的峡谷道路而上的消防车外，州政府还已经投资建设更好的指挥与控制设施和相关策略来运作它们。“早些年在消防上，我们发现其他的地区和州政府愿意提供相互援助，但我们没能和它们做好充分沟通。”该州的火突应急服务和援救部首席官Kim Zagaris说道，“在委员会审查和修改沟通流程后，全州的反应变得更为专业和迅速。”在政府官员和居民中有这样一种共识，即相比以前遇到的特大火灾的时候，来自不同州和地区的消防员的高速运作、奉献和合作正带来更高的效率。
在近几年，加利福尼亚州南部地区已经在建筑规范、疏散程序和新技术的引入上有所改善提高。“我对我们已见证的进步有着深刻的印象，”加利福尼亚州南部的律师兰迪雅克布说道，他曾不得不撤出他的家和生意以逃离森林大火。“尽管由森林大火引起的损失还将持续，但我们不会像过去那样蒙受生命损失，因为火灾预防和消防措施已经到位。”他说道。
Test 4 Passage 2参考译文：
第二种天性
人们的性格不是必然被设定在一种基调上。通过一个小小的实验，一个人就可以重新塑造他的牌气或者点燃激情、乐观、快乐和勇气到他们的日常生活中。
A. 心理学家长期以来持有一种观点，即人们的性格在任何有意义的方式下都不会经受改变，并且人们的主 要性格特点在小时候就已经确定了。但是，研究人员在紧锣密鼓地寻找可以改变的方法。持积极态度的心理学家已经开始认定我们赞赏的24种人类性格特性，例如忠诚、友善。 与此同时，研究人员也在研究为什么对于一些人，这样的品质产生得如此自然。他们在寻找的是为什么这些品质发展成习惯的行为，并且这些行为决定着我们对这个我们如何对世界作出反馈。好消息是，所有这一切都是可以学习的。
有一些品质没有比其他品质更难开发，乐观这个品质就是其中一个。但是，人们想要开发这些品质，要求掌握一系列的技巧，这些技巧五花八门，有时候还让人很吃惊。例如，你如果想为你的生活增加更多的快乐和激情，你必须敞开胸怀对待消极的情绪。培养这样的性格还利于帮助你释放你所有的潜能。
B. Christopher Peterson, 密西根大学的心理学教授，他认为：这个证据是有效的，就是说大部分的性格都可以转变”，他引用了自己的例子来证实这个观点。他有天生的内向性格，他很早就意识到，作为一名学者，在演讲大厅沉默寡言是灾难性的属性。因此，他开始学习怎样变得亲和，怎样活跃他的课堂。他说:“我现在外向的行为是很自然的。”
C. 在发生了一场终止他运动生涯的意外时，David Fajgenbaum也做过相似的性格转换。 那时他正准备上大学。在大学校园里，他很快发现除了普通的询问，学校里并没有为像他那样正在经受生理恢复和心理沮丧的学生提供服务。 他因此发起了一个提供服务小组去帮助其他的那些和他有着相似境况的人。他对于这样的情况采取了行动，尽管他自己也在经受伤痛，这是一种积极者的反应。
D.Suzanne Segerstrom是肯塔基大学的心理学教授，她相信提高乐观情绪的关键是通过培养一个人乐观的行为而不是积极的想法。 她建议人们应该训练自己去关注那些美好的事情并且记录下每天发生的三件美好的事情。这样做有助于自己说服自己让人开心的事情每时每刻都在发生，也更加容易使你采取实际的行动(去做积极的事情)。
E. 你可以通过一个人深深投入到一项工作中意识到一个人是充满激情的。Tanya Streeter的激情就是自由的潜水——这是一种没有其他任何的氧气筒或者其他的呼吸装备的潜水运动。她于1998年(开始这项运动)，她创造了九项世界纪录并且可以在水里憋气六分钟。对于这项运动，生理上的要求相当严格，但是心理上的要求更加可以使人崩溃。Streeter通过判断自己身体和心理可以承受的程度，学习了如何去解除她的恐惧。她说：“作为一个充满竞争意识的自由潜水者，在职业生涯中始终存在一个局限我的事物，但是它不是像我想象的那样无处不在地出现。”
F. 寻找一项可以使人们兴奋的工作会提高任何人的生活质量。尽管南加州大学的心理学家Paul Silvia宣称，人们消耗激情的秘密就在于“他们需要自律，刻苦工作和能力，这就是为什么激情如此有价值”。心理学家Todd Kashdan提供了这类的建议给人们去获取这些新的激情。他说：“作为一个新人，你通常需要去忍受并嘲笑自己的无知。你必须接受那些消极的情绪。”
G. 在2004年，医学科学家Mauro Zappaterra开始在哈佛大学医学院开展他的博士学位的研究。不幸的是，他相当痛苦，因为他的研究与他所好奇的关于治疗相关疾病的方法不相符合。最终他在Santa Fe 休息了一段时间，在这八个月的时间里，Zappaterra学到一种没有在哈佛学过的可替代的治疗技术。当他回来的时候，他改变了他的实验项目，转而研究脑脊髄液是如何滋养神经系统的发展。他也发誓要在一切事物中，包括失败中，寻找快乐。因为失败可以帮助他了解自己的研究和他自身。
有一种事物可以把我们的快乐追回，这就是人们专注于避免失败，而不是希望可以把一件事情做得好。 Kashdan解释道：“专注让自己处在安全地带可能会阻止你达到你的目标。”例如你是希望在不使自己尴尬的情况下参加一顿应酬?还是在想这段谈话会有多么吸引人?
H. 通常来说，我们认为勇气属于生理上的专有名词，但是普通的生活要求更多。对于市场主管Kenneth pedeleose而言，这意味着要揭露与他的道德价值观背道而驰的行为。一个新上任的经理恐吓员工，Pedeleose明知自己的事业会遭到威胁，仍仔细地录下他每次作恶的片段，并且最终将证据交给高级主管。最终，这个新来的经理就是那个被开除的人。根据一位来自克莱姆森大学的心理学家Cynthia Pury的观 点，Pedeleose的故事证明了一个观点，这个观点就是勇气不是被无畏所激发，而是通过道德责任所激发。Pury还认为人们可以获得勇气。许多她的学生说到，当他们遇到具有冒险性的情况时，他们首先尝试使自己冷静，然后寻找办法缓解遇到的危机，就像Pedeleose所做的通过记录他的行为一样。
通过很长的一段时间，获取一个新的性格特点可能会帮助你成为一个你想要成为的人。在短时间内，它的效果会有让人意想不到的价值，这是一种内心世界的探险之旅。
Test 4 Passage 3参考译文：
进化反向进行
进化不应该反向进行，但是越来越多的例子表示确实可以如此而且进化反向有时候展示着一个物种的未来。
把任何动物当作一种返祖现象的描述是带有争议性的。在一个世纪的大部分时间里，大多数生物学家不愿意用反向进化等这些词，他们铭记着一个进化原则即“进化是不可以反向进行的。”但越来越多的相关例子为人知晓，同时出现了现代遗传学，这些都表明原则正不得不被改写。反向进化不单单变得有可能，它们还有时候在进化的未来发展上扮演着重要的角色。
一个反向进化的术语为“返祖现象”，该词来自拉丁语atavus，意思是“祖先” 。该词有一个不好的含义，这绝大部分得归功于Cesare Lombroso， 他是一位19世纪的意大利军医，他主张犯人是天生的而不是后天养成的，而且犯人可以通过一些身体特征被识别，而这些特征是亚人类特征的再现。
当Lombroso在观测犯人时，一位比利时的古生物学家Louis Dollo正在研究化石记录并得出了相反的结论。在1890年，他提出进化是不可以逆转的：“一个有机体不能够回转到之前它的祖先已经实现了的阶段，哪怕只是一部分。”在20世纪早期，生物学家得出一个相似的结论，即尽管他们认同返祖现象的可能性，并表示没有理由证明为什么进化不能被反向运行，但他们就是认为发生的可能性极小。所以进化的不可逆性这一观点的研究停住了，并被称为“多洛氏法则”。
如果多洛氏法则是正确的，返祖现象就算真的有，应该也很少发生。然而，几乎自这种想法产生起，就已经出现特例了。比如，在1919年，一头座头鲸在加拿大温哥华岛被捕获，它带有一双长达1 米、像脚的附肢，且有着一套完整的肢骨。探险家Roy Chapman Andrews在那时表明这头鲸一定是某种陆地生活的祖先动物的反向进化结果。“我想不到任何其他的解释。”他在1921年写道。
自从那时起，很多其他的例子已被发现，所以进化是不可逆转的这种观点再也无法成立了。这同时产生了一个困惑：消失了几千万年的特征是如何能重新出现的?在1994年，美国印第安纳大学的Rudolf Raff和他的同事决定采用遗传学研究使得进化逆转增加一定的可能性。他们论证到一些进化过程中因包含了基因丢失的情况而无法逆转，而另一些进化过程或是因为基因的闭合。如果这些休眠基因以某种方式再次激活，他们表示，生物长时间丢失的特征可以重现。
Raff的团队继续计算进化逆转发生的可能性。休眠基因随机突变次数增加，他们推理到，这最终会导致休眼基因失效。那么，如果一个基因长期不被使用，它能在一个物种中存活多长时间呢?该团队计算出休眠基因很可能存在于一个物种的某些个体中，可存活高达六百万年，甚至有的可以存活一千万年。换句话说，进化逆转是可能的，但这仅相对于较近期的进化史而言。
作为一个可能成为例证的事件，团队列举了墨西哥和加利福尼亚的鼹钝口螈。像大多数的两栖类动物一样，这种生物以幼小的蝌蚪状开始他们的生命，然后变形成成年的状态——除了其中一个种类，蝾螈，它们通常会以它的幼年形态一直生活下去。最简单的解释就是蝾螈血统一直丧失了变形的能力，但是其他种类还保持着这样的能力。然而，从对鼹钝口螈的血缘谱的详细分析来说，这是一个明显的事实，其他血统的鼹钝口螈都是从一个本身已经失去变形能力的祖先那里进化而来的。换句话说，变形在鼹钝口螈之中就是一种返祖现象。鼹钝口螈的例子与Raff的100万年的学说框架相符合。
然而，已知的更近的报道说明这个时间界限被打破，它指出了休眠基因不完全是全部的解释。在去年发表的一篇文幸中，耶鲁大学的生物学家Gunter Wagner汇报了一些关于南美蜥蜴Bachia进化史研究的工作。 它们中的一些拥有非常小的肢节;有一些看起来更像蛇而非蜥蜴;有一些完全失去了后肢的趾头。然而，其他的种类则彰显出了后肢的四个趾头。最简单的解释就是这些有趾的蜥蜴品种从没有失去过趾头，但Wagner并不认同。根据他对Bachia的族谱的区别，有趾的物种从它们无趾的祖先进化而成，更有甚者，脚趾的消失和产生在过去的数百万年间发生过不止一次。
因此，到底发生了什么?其中一个可能性就是这三种特性只是失去了，之后又简单地重现。这就像相似的结构可以独立地产生在没有血缘关系的物种中，就像鲨鱼和杀人鲸的背部的鳍一样。另一种更加有吸引力的可能性是那些用来生长趾头的基因信息在蜥蜴上存活了几百或者是几千万年，并且这种基因信息被重新激活了。这些返祖性的特征提供了一种优势，这种优势适用于所有物种，能有效地进行进化逆转。
但是，如果休眠基因在60万到100万年内退化，这种长时间消失的特性是怎样在这么长的时间范围内被重新激活的?这个答案也许在子宫里面可以被找到。 许多物种早期的胚胎形成了祖先的特性。例如蛇的胚胎萌发出后肢的肢芽。这些特性在后期发展中由于某些进化模式而消失了，该程式可能导致“腿部消失”。如果因为任何原因这些事情没有发生，祖先的种.种特性也许就不会消失，从而导致返祖现象。
剑桥雅思阅读10原文解析(test4)
Passage 1
Question 1
参考译文： 风向的运动：____更加无法预测。
难度及答案：难度低;答案为spread
关键词：movement
定位原文： 第 1 段最后1句“The wildfire themselves... than in the past” 专家表示，总的来说， 现在的森林大火比过去温度更高，蔓延的得更快，扩散踪迹更为飘忽不定。
解题思路： 原文中erratically与题目中unpredictably属于同义替换，因此spread为movement的特点。
Question 2
参考译文：火势的大小，比过去20年前平均大了_____。
难度及答案： 难度低;答案为10/ten times
关键词： size of fires
定位原文：第 2 段第 1 句“…10 times the size of average...20 years ago.” 这种大火烧毁的土地面积相当于20年前一般森林大火破坏面积的10倍。
解题思路：原文中 10 times the size of average 与题目中 greater on average than 属于同义替换，因此应当填入10/ten times。
Question 3
参考译文：降水：____平均值。
难度及答案：难度低;答案为below.
关键词： rainfall
定位原文： 第3段第1句“One explanation for the trend to…in many recent years.” 关于频发超级火灾这—趋势，其屮-个解释便是该地区通常夏天干燥，且近几年降水远远低于正常水平。
解题思路：原文中 precipitation、normal 与题目中 rainfall 、average 分别属于同义替换，因此应当填入below。
Question 4
参考译文： 更多的灌木丛被用于_____
难度及答案：难度低;答案为fuel
关键词： brush
定位原文： 第 3 段最后1句话 “The unintentional consequence... primary fuel for megafires.”由此产生了无意识的后果，中断了灌木丛自然的根除过程，现在致使灌木丛成为特大火灾的主要燃料。
解题思路：根据原文可知brush的特性，原文underbrush与题目中brush属于同义替换. 因此空格应填入fuel。
Question 5
参考译文： 扩大的火灾____
难度及答案： 难度低;答案为seasons
关键词： extended fire
定位原文： 第 4 段第 3 句 “Second is fire seasons that... 20 years ago.” 第二点是火险季节相比20年前平均延长了78天。
解题思路： 根据原文可知有什么东西在过去的20年里变长了。因此答案为seasons。
Question 6
参考译文： 更多的______建在容易着火的区域。
难度及答案： 难度低;答案为homes/housing
关键词： more building
定位原文： 第 4 段最后一句 “Third is increased construction of homes...” 第三，是在多树地区，房屋的不断扩建。
解题思路： 根据原文可知homes变多了，因此可以填入homes/housing。
Question 7
参考译文： 在加利福尼亚州的空旷土地的数量在过去的十年里已经减少了很多。
难度及答案： 难度中等;答案为TRUE
关键词： open space 、diminished
定位原文： 第6段第1句“In California, where…built.”至少十多年来，加利福尼亚州平均每年增加60多万人口，越来越多的住宅正在建造当中。
解题思路： 原文中有a decade对应题目问的last ten years，且原文提到有更多的住房被建造，与题目中space属于同义替换，因此答案为TRUE。
Question 8
参考译文： 很多专家认为加利福尼亚州的灭火准备工作没有进展。
难度及答案： 难度中等;答案为FALSE
关键词： many experts 、 little progress
定位原文： 第 7 段第 1 句 “That said many... killed numerous people.” 据称，有史以来最大的几场火灾烤焦了成千上万英亩的土地， 烧毁了数以万计的房屋， 烧死大量的居民之后，许多专家给予了加利福尼亚州相当高的评价，因其近几年来在消防准备工作中取得的进步。
解题思路： 根据关键词定位至第7段，找到experts的态度，experts的态度为high marks on making progress on preparedness，因此与题目不符合，为 FALSE。
Question 9
参考译文： 消防工作人员过去被指责错误地处理火灾。
难度及答案： 难度难;答案为TRUE
关键词： personnel 、 criticize for mishandling fire containment
定位原文： 第 7 段最后一句 “Stung in the past…previously，observers say.” 观察家们表示这些火灾本该受到控制却依旧蔓延开来，相关部门过去被严厉指责为工作不力。如今，他们正面临着来自周边地区和峡谷的前所未有的巨大挑战。
解题思路： 该题难点在于对应原文为长难句，通过对对应原文的解读，可知题干所描述内容与原文相符，因此为TRUE。
Question 10
参考译文：加利福尼亚已经更换了一批消防用具。
难度及答案：难度中等;答案为TRUE
关键词： arrange of firefighting tools
定位原文： 第 8 段第 1 句 “State promises to provide…fulfilled.” 州政府已经实现了关于提供更多先进的消防车、飞机和直升机以对抗火灾的承诺。
解题思路： 通过对应原文可知，题干所描述事件正确因此为true。
Question 11
参考译文： 已经雇佣了更多的消防人员来提高处理火灾的能力。
难度及答案： 难度中;答案为NOT GIVEN
关键词： More firefighters
定位原文：无
解题思路： 因为原文中无法找到题干所描述的事件，因此答案为NOT GIVEN。
Question 12
参考译文：居民和政府组织不同意不同的州和社会组织之间的合作-
难度及答案： 难度中等;答案为FALSE
关键词：disapprove 、 working together
定位原文： 第 8 段第 3 句 “We are pleased that…of the firefighters union.” “我们很高兴现任加利福尼亚州的行政部门.非常积极主动地支持我们，同时已经通过了我们渴望已久的、满足基础设施需求的预算支持方案。”消防队联盟的麦克黑尔先生表示。
解题思路： 根据对应原文，发现居民和政府对于州际之间联合是proactive的态度，而是题干中所说的disapprove，因此为FALSE。
Question 13
参考译文：Randy Jacobs认为因为火灾而失去生命的人的数量不会改变，尽管(在救火能力上)已经有了改变。
难度及答案： 难度中等;答案为FALSE
关键词： Randy Jacobs、the same level.
定位原文： 第 10 段最后—句 “Notwithstanding all the damage.., he says.” “尽管由森林 大火引起的损失还将持续，但我们不会像过去那样蒙受生命损失了，因为火灾预防和消防措施已经到位。”他说道。
解题思路： 由原文可知we will no longer suffer... endured in the past.题干描述与之不符, 因此为FALSE。
Passage 2
Questions 14-15
参考译文：传统意义上，心理学家认为人的性格是不可能____并且在一个人_____时候，性格就已经定型了。
难度及答案：难度低;答案为 transformation/change; young age
关键词：第1空的关键闻为traditionally believe、impossible;第二空的关键词为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.” 心理学家 长期以来持有一种观点，即人们的性格在任何有意义的方式下都不会经受改变， 并且人们的主要性格特点在小时候就已经确定了。
解题思路：根据对应原文发现原文有两个分句刚好对应题目的两个空格，从and前的分句中 cannot undergo 对应 impossible, 因此第 1 个空格为 transformation 从第2空格句中发现空格前有定冠词“a”，且traits of personality对应person's characteristics，determined 对应 fixed，因此第 2 空为 young age。
Questions 16
参考译文： 其中一个最容易获得的品质是___。
难度及答案： 难度高;答案为optimism
关键词： the easiest qualities
定位原文： A部分第2段第1句“Some qualities... of them.”有一些品质没有另一些品质如此难以开发，乐观这个品质就是其中一个。
解题思路： 从对应原文中找到比较级，原文中出现比较级的部分一般为考点。文中指出有一些品质没有另外一些品质那么难养成，乐观(optimism)就是其中一个，与 one of the easiest 对应，此空格填 optimism。
Questions 17
参考译文： 但是，不管是哪种品行，人们都有必要学习各种各样的______以发展新的品行。
难度及答案： 难度中等;答案为skills/techniques 。
关键词：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，人们想要开发这些品质要求掌握一系列的技巧，这些技巧五花八门，有时候还可能让人很吃惊。
解题思路： 原文中的learn、a range of与题目中master、a wide variety of 分别为同义替换，因此此空可填 techniques/skills。
Questions 18
参考译文： 例如，一个人必须要明白和感受一些_____.目的是提高他们的快乐程度。
难度及答案： 难度中等;答案为 negative emotions/feelings
关键词： 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，你如果想为你的生活增加更多的快乐和激情，你必须敞开胸怀对待消极的情绪。
解题思路： 原文中 bring more joy and passion in my life、experience 与題干中 increase their happiness、understand and fed分别属于同义替换。因此，本题答案为 negative, emotion。
Questions 19
参考译文： 他们必须接受这个事实，即人们在第一次尝试一些新事物的时候知道的不多。
难度及答案：难度高;答案为E
关键词： accept、 first trying something new
定位原文： F 部分第 3，4 句 “Psychologist Todd Kashdan has this…he says.” 心理学家 Todd Kashdan提供了这类的建议给人们去获取这些新的激情。他说：“作为一个新人，你通常需要去忍受并嘲笑自己的无知。你必须接受那些消极的情绪。”
解题思路： 在对应原文中找到Kashdan的态度，原文中own ignorance、accept与題干中 they do not know、tolerate and laugh at your own 分别属于同义替换，因此此题配对E项。
Question 20
参考译文： 去主动留意美好的事情对一个人是很重要的。
难度答案： 难度高;答案为C
关键词： actively notice、 good things happen
定位原文： D段第2句“She recommends you train...come about each day.”她建议人们应该训练自己去关注那些美好的事情并且记录下每天发生的三件美好的事情。这样做有助于自己说服自己让人开心的事情每时每刻都在发生，也更加容易使你采取实际的行动(去做积极的事情)。
解题思路： 参照对应原文，找到了Segerstrom的态度，原文中train yourselves to pay attention to、positive things that come about each day 与题干中的actively notice、good things happen分别属于同义替换，因此此题答案为C。
Question 21
参考译文：勇气是可以学习的，只要人们意识到勇气源于责任感。
难度及答案：难度高;答案为G
关键词： courage、 sense of responsibilities
定位原文： H 部分第 I 段第 5 句 “According to Cynthia Pury... obligation.” 根据一位来自克莱姆森大学的心理学会Cynthia Pury的观点，Pedeleose的故事证明了一个观点，这个观点就是勇气不是被无畏所激发，而是通过道德责任所激发。
解题思路： 参照对应原文，原文中moral obligation与题干中sense of responsibilities属于同义替换，且由原文中可知courage是obligation产生的，因此此題答案为G。
Question 22
参考译文： 当面对需要在公众面前演讲的需求时，害羞是可以被克服的。
难度及答案：难度中等;答案为A
关键词： overcome shyness、speak in public
定位原文： B部分第3句“So he learned to be…his classes.”因此，他开始学怎样变得亲和， 怎样活跃他的课堂。
解题思路： 根据对应原文，原文中 be more outgoing、entertain his classes 与题干中 overcome shyness、speak in the public分别属于同义替换，因此本题答案为A。
Question 23
参考译文：提到了关于提到如何理性的思考，从而达到生理上的目标。
难度及答案：难度中等;答案为E
关键词：rational thinking、physical goals
定位原文： E 部分第 5 句 “Streeter learned to untangle... and mind could do.” Streeter 通过判断自己身体和心理可以承受的程度，学习了如何去解除她的恐惧。
解题思路： 题干中rational thinking对应原文learn to untangle her fears，原文全句表达了 Streeter战胜了她心理上和生理上的恐惧，达到了自己的目标，即为题干中的 physical goals，因此此题匹配E段。
Question 24
参考译文：解释一个人是如何克服悲伤的心情的经历。
难度及答案： 难度中等;答案为C
关键词：overcome a sad experience
定位原文： C部分全文，再发生了一场终止他运动生涯的意外时，David Fajgenbaum也做过相似的性格转换，那时他正准备上大学。在大学校园里，他很快发现：除了普通的询问，学校里并没有为像他那样正在经受生理恢复和心理沮丧的学生提供服务。 他因此发起了一个提供服务小组去帮助其他的那些和他有着相似境况的人。他对于这样的情况采取了行动，尽管他自己也在经受运伤痛，这是一种积极者的反应。
解题思路： C段全文在描写David Fajgenbaum在事故之运如何以一种乐观的心态面对已经积极的帮助他人的。因此匹配C段。
Question 25
参考译文： 描述一个人如何决定去重新思考自己的学术研究之路。
难度及答案： 难度高;答案为G
关键词： rethink their academic career path
定位原文： G部分第1段，在2004年，医学科学家Mauro Zappaterra开始在哈佛大学医学院开展他的博士学位的研究。不幸的是，他相当痛苦，因为他的研究与他所好奇的关于治疗相关疾病的方案不相符合。最终他在Santa Fe休息了一段时间，在这八个月的时间里，Zappaterra学到一种没有在哈佛学过的可替代的治疗技术。当回来的时候，他改变了他的实验项目，转而研究脑脊髓液是如何滋养神经系统的发展。他也发誓要在一切事物中，包括失败中，寻找快乐。因为失败可以帮助他了解自己的研究和他自身。
解题思路： G段描述了 Zappaterra这个人从事的研究方向。从G段第四句描述了 Zappaterra 转变了自己的研究方向，因此该题匹配G段。
Question 26
参考译文：举例说明一个人出于责任感不惜以自己的事业作为代价.
难度及答案; 难度中等;答案为H
关键词： 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.” 一个新上任的经理恐吓员工，Pedeleose明知自己的事业会遭到威胁，仍仔细地录下他每次作恶的片段，并且最终将证据交给高级主管。
解题思路： 原文以Pedeleose为例，讲述他出于道义举报领导的不良行为的事迹。文中的 his own job security would be threatened 与题目中的 risked his career属于同义替换。
Passage 3
Question 27
参考译文： 当讨论Louis Dollo的理论时,作者说____
难度及答案：难度中等;答案为C。
关键词： Louis Dollo
定位原文： 第3段第2, 3句“In 1890...”在1890年，他提出进化是不可以逆转的：“一个有机体不能够回转到之前它的祖先已经实现了的阶段，哪怕只是一部分。” 在20世纪早期，生物学家得出一个相似的结论，即尽管他们认同返祖现象的可能性，并表示没有理由证明为什么进化不能被反向运行，但他们就是认为发生的可能性极小。
解题思路： 根据关键词Louis Dollo定位至第3段，得知他提出进化是不可逆转的，可是20世纪的时候，生物学家认为没有原因不可逆转，也就是进化是可逆转的。所 以是答案C。
Question 28
参考译文： 文中提到在Vancouver岛附近捉到的座头鲸，因为_____。
难度及答案： 难度低;答案为D
关键词： humpback whale、vancouver
定位原文： 第4段前4句“If Dollo’s...”如果多洛氏法则是正确的，返祖现象就算真的有， 应该也很少发生。然而，几乎自这种想法产生起，就已经出现特例了。比如， 在1919年，一头座头鲸在加拿大温哥华岛被捕获，它带有一双长达1米、像脚的附肢，且有着一套完整的肢骨。探险家Roy Chapman Andrews在那时表明这头鲸鱼一定是某种陆地生活的祖先动物的反向进化结果。
解题思路： 原文中对于座头鲸的特征有详细的描述，为什么长成这个样子也做出了解释，说是一种反向进化的结果。所以选择D。
Question 29
参考译文： 关于“休眠基因”有何描述?
难度及答案： 难度低;答案为C
关键词： silent genes
定位原文： 第5段最后一句“If these...”如果这些休眠基因在以某种方式再次激活，他们表示，生物长时间丢失的特征可以重现。
解题思路： 关键词silent genes 在原文中重现。long-lost traits 替换了 certain characteristics，原文中的 reappear替换了 re-emergence。
Question 30
参考译文： 作者提到鼹钝口螈，因为_____
难度及答案： 难度中等;答案为B
关键词： mole salamander
定位原文： 第7段第1句及最后—句“As a possible example...”作为一个有可能例证的事件， 团队列举了墨西哥和加利福尼亜的鼹钝口螈。鼹钝口螈的例子与Raff的1000万年的学说框架相符合。
解题思路： 找到mole salamander这个例子并不难，难度在于解题点在这段的最后一句话， 距离有点远而已。原文最后一句fits With与选项B中的correct属于同义替换c。证明Raff的理论是正确的。
Question 31
参考译文： 下面哪一个是Wagner的理论?
难度及答案：难度低;答案为A
关键词： Wagner
定位原文： 第8段第2句到段尾“In a paper...”在一个去年发表的文章中，耶鲁大学的生物学家Gunter Wagner汇报了一些关于南美蜥蜴Bachia进化史研究的工作。 它们中的一些拥有非常小的肢节;有一些看起来更像蛇而非蜥錫;有一些完全失去了后肢的趾头。然而，其他的则彰显出了后肢的四个趾头。 最简单的解释就是这些有趾的蜥蜴品种从没有失去过趾头，但Wagner并不认同。根据他对 Bachia的族谱的区别，有趾的物种从它们无趾的祖先进化而成，更有甚者，脚趾的消失和产生在过去的数百万年间发生过不止一次。
解题思路： 根据关键词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 与选项 A 中的 lost and regained several times属于同义替换。
Question 32
参考译文： 很长一段时间，生物学家都拒绝____。
难度及答案： 难度低;答案为F
关键词： for a long time、biologist、rejected
定位原文：第1段第2句“For the better part…”在一个世纪的大部分时间里，大多数生物学家不愿意用反向进化等这些词，他们铭记着一个进化原则即“进化是不可以反向运行的”。
解题思路： 这个題不难，原文中for the better part of a century替换了 for a long time，原文中reluctant 替换了 rejected。
Question 33
参考译文： 对于返祖进化持有相对立的观点代表有_____。
难度及答案： 难度低;答案为G
关键词： opposing views
定位原文： 第3段第1句“While Lombroso...”当Lombroso在观测犯人时，一位比利时的古生物学家Louis Dollo正在研究化石记录并得出了相反的结论。
解题思路： 根据关键词opposing views定位到第3句opposite condusion，句话里的两个人的意见是相反的。
Question 34
参考译文： 反向进化的例子导致了____。
难度及答案： 难度中等;答案为A
关键词： examples 、 led to
定位原文： 第5段前两句“Since then...”自从那时起，很多其他的例子已被发现，所以进化是不可逆转的这种观点再也无法成立了。这同时产生了困惑：消失了几千万年的特征是如何能重新出现的?
解题思路： 关键词examples中原文中重现。原文中propose与题目中led to属于同义替换， 原文中 characteristics that disappeared millions of years ago 与选项 A 中 long?est traits 也属于同义替换。
Question 35
参考译文： 提到鲨鱼和虎鲸是为了_____.
难度及答案： 难度低;答案为B
关键词： shark、killer whale
定位原文： 倒数第2段第2句“One possibility is…”其中一个可能性就是这三种特性只是失去了，之后又简单地重现。这就像相似的结构可以独立地产生在没有血缘关系的物种中，就像鲨鱼和虎鲸的背部的鳍一样。
解题思路： 根据关键词定位至倒数第2段。原文中similar structures替换了选项B中的particular feature，原文中 unrelated species 替换了选项 B 中的 different species。
Question 36
参考译文：Wabner 的研究成果的解释之一是____.
难度及答案： 难度低;答案为D.
关键词： explanation finding、Wagner
定位原文： 倒数第2段第3句‘Another more...” 另一种更加有吸引力的可能性是那些用来生长趾头的基因信息在蜥蜴上存活了几百或者是几千万年，并且这种基因信息被重新激活了。
解题思路： 倒数第2段讲了 Wagner的发现。原文中的possibility与题目中的explanation 属于同义替换。原文中survive与选项D中continued existence属于同义替换。
Question 37
参考译文： Wagner是第一个做南美洲蜥蜴研究的人。
答案及难度： 难度低;答案为NOT GIVEN .
关键词： Wagner 、south American lizards
定位原文： 第8段第2 句 “In a paper...” 在一个去年发表的文章中，耶鲁大学的生物学家 Gunter Wagner汇报了一些关于南美蜥蜴Bachia进化史研究的工作。
解题思路： 在文中并没有提到Wagner是否是第一人，所以未提及。
Question 38
参考译文： Wagner相信有趾头的Bachia撕锡，其祖先并没有趾头。
难度及答案: 难度低; 答案为YES
关键词： Bachia lizards，toeless、ancestors
定位原文： 第8段最后两句“The simplest.,”最简单的解释就是这些有趾的蜥蜴品种从没有失去过趾头， 但Wagner并不认同。根据他对Bachia的族谱的区别，有趾的物种从它们无趾的祖先进化而成，更有甚者，脚趾的消失和产生在过去的数百万年间发生过不止一次。
解题思路：关键词Bachia和toeless在文中重现，根锯Wagner的调查.它们是从toeless ancestors进化来的;文中内容与题目一致。
Question 39
参考译文： 胚胎时期，短暂出现了消失很久的特点的这种情况是非常少见的。
难度及答案： 难度低;答案为NO。
关键词： embryos
定位原文： 最后1段第3句话 “Early embryos...”许多物种早期的胚胎发展出了祖先的特性。
解题思路： 关键词embryos在文中重现。原文中说这种现象存在于许多物种中(many species),可是题目说这个现象非常少见(rare)，所以很明显矛盾。其中，原文中ancestral features与题目中long-lost trails 属于同义替换。
Question 40
参考译文： 反向进化可能是由于子宫内的发展问题
难度及答案： 难度低;答案为YES
关键词： womb、developmental
定位原文： 最后1段最后两句“Later in development...”这些特性在后期发展中由于某些进化程式消失了，该程式可能导致“腿部的消失”。如果因为任何原因这些事情没有发生，祖先的种.种特性也许就不会消失，导致返祖现象。
解题思路： 根据关键间womb和developmental定位至最后一段。 原文中thanks to 中caused by属于同义替换。最后一句说，如果发展的过程没有进行的话，那么就会造成返祖现象，与题目一致，所以答案为YES。
剑桥雅思阅读9原文答案解析(test4)相关文章：
剑桥雅思阅读9原文答案解析(test4)
