剑桥雅思阅读8原文翻译及答案(test4)
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剑桥雅思阅读8原文(test4)
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.
Questions 1-5
Reading Passage 1 has six sections, A-F.
Choose the correct heading for sections B-F from the list of headings below.
Write the correct number, i-ix, in boxes 1-5 on your answer sheet.
List of Headings
I The influence of Monbusho
ii Helping less successful students
iii The success of compulsory education
iv Research findings concerning achievements in maths
v The typical format of a maths lesson
vi Comparative expenditure on maths education
vii The key to Japanese successes in maths education
ix The role of homework correction
Example Answer
Section A iv
1 Section B
2 Section C
3 Section D
4 Section E
5 Section F
LAND OF THE RISING SUM
A Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils’ attainments since the 1960s have established that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of ‘low’ attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?
B Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.
Classes are large — usually about 40 — and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the ‘better’ school in a particular area.
C Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.
D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them.
After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make sure that all the pupils were coping well.
E It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other — anyway, it is in their interests since the class progresses together.
This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of ‘if you work hard enough, you can do almost anything’. Parents are kept closely informed of their children’s progress and will play a part in helping their children to keep up with class, sending them to ‘Juku’ (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.
F So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy.
Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one’s own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good and one or two were inspirational.
Questions 6-9
Do the following statements agree with the claims of the writer in Reading Passage 1?
In boxes 6-9 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
6 There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.
7 The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.
8 Private schools in Japan are more modern and spacious than state-run lower secondary schools.
9 Teachers mark homework in Japanese schools.
Questions 10-13
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 10-13 on your answer sheet.
10 Maths textbooks in Japanese schools are
A cheap for pupils to buy
B well organized and adapted to the needs of the pupils.
C written to be used in conjunction with TV programmes.
D not very popular with many Japanese teachers.
11 When a new maths topic is introduced，
A students answer questions on the board.
B students rely entirely on the textbook.
C it is carefully and patiently explained to the students.
D it is usual for students to use extra worksheets.
12 How do schools deal with students who experience difficulties?
A They are given appropriate supplementary tuition.
B They are encouraged to copy from other pupils.
C They are forced to explain their slow progress.
D They are placed in a mixed-ability class.
13 Why do Japanese students tend to achieve relatively high rates of success in maths?
A It is a compulsory subject in Japan.
B They are used to working without help from others.
C Much effort is made and correct answers are emphasized.
D there is a strong emphasis on repetitive learning.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Biological control of pests
The continuous and reckless use of synthetic chemicals for the control of pests which pose a threat to agricultural crops and human health is proving to be counter-productive. Apart from engendering widespread ecological disorders, pesticides have contributed to the emergence of a new breed of chemical-resistant, highly lethal superbugs.
According to a recent study by the Food and Agriculture Organisation (FAO), more than 300 species of agricultural pests have developed resistance to a wide range of potent chemicals. Not to be left behind are the disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in use.
One glaring disadvantage of pesticides’ application is that, while destroying harmful pests, they also wipe out many useful non-targeted organisms, which keep the growth of the pest population in check. This results in what agroecologists call the ‘treadmill syndrome’. Because of their tremendous breeding potential and genetic diversity, many pests are known to withstand synthetic chemicals and bear offspring with a built-in resistance to pesticides.
The havoc that the ‘treadmill syndrome’ can bring about is well illustrated by what happened to cotton farmers in Central America. In the early 1940s, basking in the glory of chemical-based intensive agriculture, the farmers avidly took to pesticides as a sure measure to boost crop yield. The insecticide was applied eight times a year in the mid-1940s, rising to 28 in a season in the mid-1950s, following the sudden proliferation of three new varieties of chemical-resistant pests.
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. In the early 1970s, the spraying frequently reached 70 times a season as the farmers were pushed to the wall by the invasion of genetically stronger insect species.
Most of the pesticides in the market today remain inadequately tested for properties that cause cancer and mutations as well as for other adverse effects on health, says a study by United States environmental agencies. The United States National Resource Defense Council has found that DDT was the most popular of a long list of dangerous chemicals in use.
In the face of the escalating perils from indiscriminate applications of pesticides, a more effective and ecologically sound strategy of biological control, involving the selective use of natural enemies of the pest population, is fast gaining popularity — though, as yet, it is a new field with limited potential. The advantage of biological control in contrast to other methods is that it provides a relatively low-cost, perpetual control system with a minimum of detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and self-dispersing.
The Commonwealth Institute of Biological Control (CIBC) in Bangalore, with its global network of research laboratories and field stations, is one of the most active, non-commercial research agencies engaged in pest control by setting natural predators against parasites. CIBC also serves as a clearing-house for the export and import of biological agents for pest control world-wide.
CIBC successfully used a seed-feeding weevil, native to Mexico, to control the obnoxious parthenium weed, known to exert devious influence on agriculture and human health in both India and Australia. Similarly the Hyderabad-based Regional Research Laboratory (RRL), supported by CIBC, is now trying out an Argentinian weevil for the eradication of water hyacinth, another dangerous weed, which has become a nuisance in many parts of the world. According to Mrs Kaiser Jamil of RRL, ‘The Argentinian weevil does not attack any other plant and a pair of adult bugs could destroy the weed in 4-5 days.’ CIBC is also perfecting the technique for breeding parasites that prey on ‘disapene scale’ insects — notorious defoliants of fruit trees in the US and India.
How effectively biological control can be pressed into service is proved by the following examples. In the late 1960s, when Sri Lanka’s flourishing coconut groves were plagued by leaf-mining hispides, a larval parasite imported from Singapore brought the pest under control. A natural predator indigenous to India, Neodumetia sangawani, was found useful in controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of the US. By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala Agricultural University freed a 12-kilometre-long canal from the clutches of the weed Salvinia molesta, popularly called ‘African Payal’ in Kerala. About 30,000 hectares of rice fields in Kerala are infested by this weed.
Questions 14-17
Choose the correct letter, A, B, C, or D.
Write the correct letter in boxes 14-17 on your answer sheet.
14 The use of pesticides has contributed to
A a change in the way ecologies are classified by agroecologists.
B an imbalance in many ecologies around the world .
C the prevention of ecological disasters in some parts of the the world .
D an increase in the range of ecologies which can be usefully farmed.
15 The Food and Agriculture Organisation has counted more than 300 agricultural pests which
A are no longer responding to most pesticides in use.
B can be easily controlled through the use of pesticides.
C continue to spread disease in a wide range of crops.
D may be used as part of bio-control’s replacement of pesticides.
16 Cotton farmers in Central America began to use pesticides
A because of an intensive government advertising campaign.
B in response to the appearance of new varieties of pest.
C as a result of changes in the seasons and the climate.
D to ensure more cotton was harvested from each crop.
17 By the mid-1960s, cotton farmers in Central America found that pesticides
A were wiping out 50% of the pests plaguing the crops.
B were destroying 50% of the crop they were meant to protect.
C were causing a 50% increase in the number of new pests reported.
D were costing 50% of the total amount they spent on their crops.
Questions 18-21
Do the following statements agree with the claims of the writer in Reading Passage 2?
In boxes 18-21 on your answer sheet, write
YES if the statement agrees with the claims of the writer
No if the statement contradicts the claims of the writer
NOT GIVEN if it impossible to say what the write thinks about this
18 Disease-spreading pests respond more quickly to pesticides than agricultural pests do.
19 A number of pests are now born with an innate immunity to some pesticides.
20 Biological control entails using synthetic chemicals to try and change the genetic make-up of the pests’ offspring.
21 Bio-control is free from danger under certain circumstances.
Questions 22-26
Complete each sentence with the correct ending, A-I, below.
Write the correct letter, A-I, in boxes 22-26 on your answer sheet.
22 Disapene scale insects feed on
23 Neodumetia sangawani ate
24 Leaf-mining hispides blighted
25 An Argentinian weevil may be successful in wiping out
26 Salvinia molesta plagues
A forage grass.
B rice fields.
C coconut trees.
D fruit trees.
E water hyacinth.
F parthenium weed.
G Brazilian beetles.
H grass-scale insects.
I larval parasites.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
Collecting Ant Specimens
Collecting ants can be as simple as picking up stray ones and placing them in a glass jar, or as complicated as completing an exhaustive survey of all species present in an area and estimating their relative abundances. The exact method used will depend on the final purpose of the collections. For taxonomy, or classification, long series, from a single nest, which contain all castes (workers, including majors and minors, and, if present, queens and males) are desirable, to allow the determination of variation within species. For ecological studies, the most important factor is collecting identifiable samples of as many of the different species present as possible. Unfortunately, these methods are not always compatible. The taxonomist sometimes overlooks whole species in favour of those groups currently under study, while the ecologist often collects only a limited number of specimens of each species, thus reducing their value for taxonomic investigations.
To collect as wide a range of species as possible, several methods must be used. These include hand collecting, using baits to attract the ants, ground litter sampling, and the use of pitfall traps. Hand collecting consists of searching for ants everywhere they are likely to occur. This includes on the ground, under rocks, logs or other objects on the ground, in rotten wood on the ground or on trees, in vegetation, on tree trunks and under bark. When possible, collections should be made from nests or foraging columns and at least 20 to 25 individuals collected. This will ensure that all individuals are of the same species, and so increase their value for detailed studies. Since some species are largely nocturnal, collecting should not be confined to daytime. Specimens are collected using an aspirator (often called a pooter), forceps, a fine, moistened paint brush, or fingers, if the ants are known not to sting. Individual insects are placed in plastic or glass tubes (1.5-3.0 ml capacity for small ants, 5-8 ml for larger ants) containing 75% to 95% ethanol. Plastic tubes with secure tops are better than glass because they are lighter, and do not break as easily if mishandled.
Baits can be used to attract and concentrate foragers. This often increases the number of individuals collected and attracts species that are otherwise elusive. Sugars and meats or oils will attract different species and a range should be utilised. These baits can be placed either on the ground or on the trunks of trees or large shrubs. When placed on the ground, baits should be situated on small paper cards or other flat, light-coloured surfaces, or in test-tubes or vials. This makes it easier to spot ants and to capture them before they can escape into the surrounding leaf litter.
Many ants are small and forage primarily in the layer of leaves and other debris on the ground. Collecting these species by hand can be difficult. One of the most successful ways to collect them is to gather the leaf litter in which they are foraging and extract the ants from it. This is most commonly done by placing leaf litter on a screen over a large funnel, often under some heat. As the leaf litter dries from above, ants (and other animals) move downward and eventually fall out the bottom and are collected in alcohol placed below the funnel. This method works especially well in rain forests and marshy areas. A method of improving the catch when using a funnel is to sift the leaf litter through a coarse screen before placing it above the funnel. This will concentrate the litter and remove larger leaves and twigs. It will also allow more litter to be sampled when using a limited number of funnels.
The pitfall trap is another commonly used tool for collecting ants. A pitfall trap can be any small container placed in the ground with the top level with the surrounding surface and filled with a preservative. Ants are collected when they fall into the trap while foraging. The diameter of the traps can vary from about 18 mm to 10 cm and the number used can vary- from a few to several hundred. The size of the traps used is influenced largely by personal preference (although larger sizes are generally better), while the number will be determined by the study being undertaken. The preservative used is usually ethylene glycol or propylene glycol, as alcohol will evaporate quickly and the traps will dry out. One advantage of pitfall traps is that they can be used to collect over a period of time with minimal maintenance and intervention. One disadvantage is that some species are not collected as they either avoid the traps or do not commonly encounter them while foraging.
Questions 27-30
Do the following statements agree with the information given in Reading Passage 3?
In boxes 27-30 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
27 Taxonomic research involves comparing members of one group of ants.
28 New species of ants are frequently identified by taxonomists.
29 Range is the key criterion for ecological collections.
30 A single collection of ants can generally be used for both taxonomic and ecological purposes.
Questions 31-36
Classify the following statements as referring to
A hand collecting
B using bait
C sampling ground litter
D using a pitfall trap
Write the correct letter, A,B,C or D, in boxes 31-36 on your answer sheet.
31 It is preferable to take specimens from groups of ants.
32 It is particularly effective for wet habitats.
33 It is a good method for species which are hard to find.
34 Little time and effort is required.
35 Separate containers are used for individual specimens.
36 Non-alcoholic preservative should be used.
Questions 37-40
Label the diagram below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 37-40 on your answer sheet.
剑桥雅思阅读8原文参考译文(test4)
PASSAGE 1 参考译文：
数学崛起之地
A.就数学的平均成绩而言，日本的纪录要比英格兰和威尔士好得多。20世纪60年代以来，就学生数学成绩所做的大量国际样本比较研究证实，13岁的日本学生平均分数更高，同时也证实了英国表现 “不佳”的学生比例更大，而且，顺便说一句，英国学生分数的变化也比日本学生大得多。两个国家在教育上的国民生产总值比例十分相近，那日本是如何实现这一更高、更稳定的数学成绩的呢?
B.日本的初中教育为时三年，从7年级(13岁)到9年级(15岁)。几乎所有这个阶段的学生都选择国立学校：只有3%在私立机构就读。学校通常都设计得很现代化，远离马路，占地面积也很大。教室空间很大，学生使用的是成排的独立课桌。每堂课的持续时间是标准化的50分钟，然后是10分钟的休息时间，可以让学生们放松一下。教师上课以正式的问候和互相鞠躬开始，之后注意力就集中在整堂课的教学上了。
上课的班级较大——通常约40人——且不根据智力水平分班。学生在校期间的所有课程都在同一个班级，因此他们有相当强烈的班级认同感和忠诚意识。学生在自己的社区上学，从理论上排除了学校排名。实际上在东京，因为学校相对比较集中，在某些特定区域会存在一些进入“更好的” 学校的竞争。
C.传统的教学方式是课堂的基础，学生们安安静静地对老师指出的重点和给出的示例做笔记。每个 学生都有自己的课本，由中央教育机构文部省(Monbusho)提供，这也是15岁以下的公民享有免费义务教育理念的一部分。总体来说，这些课本体积较小，制作成本可能比较低，但排版精美，结构合理。(有一位老师特别热衷于在数学课本中引入色彩和插图：他觉得这样的课本更容易被在卡通文化背景下长大的学生所接受。)除了批准使用课本，文部省还负责制定高度集中化的全国统一课程及其执行方式。
所有的课堂都遵循相同的模式。一上课，学生先把家庭作业的答案写在黑板上，然后由老师讲评、 纠正，必要时进行详细解释。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，因为这样做可以让学生认识到自己在哪里犯了错误，为什么会犯错误，从而避免今后再犯同样的错误。没有人在意你的错误或者无知，只要你能从中有所收获。
D.讨论完家庭作业之后，教师就开始讲解本堂课的主题，速度很慢，有很多重复和详细解释。所有例子都在黑板上演示;课本上的一些问题先在课堂上由大家一起完成，另外一些问题随后再单独布置给每个学生。数学课上，老师只在极少数情况下才会发一些额外的练习册。给人的印象是，课本的逻辑性，其中对各种例子的全面涵盖，再加上学生水平整齐划一，使得练习册无用武之地。布置完作业，教师就会在教室里转一转，以确保所有学生都没有进一步的问题。
E.值得注意的是，在从6岁到15岁的整个义务教育期间，学生可能都是在能力不一的大班里一起学习数学。教师们说他们会在课堂结束时或者放学后给学生个别辅导，必要的话还会额外再留作业。 在被观摩的课堂上，任何有困难的学生都能得到老师的帮助，或者他们会悄悄请同桌帮助。精心培养出的班级认同感让学生热衷于互相帮助——无论如何，班级的共同进步与他们休戚相关。
这样的帮助似乎并不能让后进的学生跟上班级进度。但是，日本人对待教育的态度所遵循的原则是“只要你足够努力，你就几乎无所不能”。父母能够及时了解到孩子的进步，在帮助孩子跟上班级进度方面起了不少作用，必要时他们会把孩子送到“聚酷(私立夜校补习班)”，并鼓励他们刻苦学习。这种做法好像至少对95%的在校生都能起到作用。
F.那么什么是日本数学教学成功的主要因素呢?显然，态度是很重要的。在日本文化中，教育极受重视;数学被视作整个学校教育过程中一门重要的必修科目;刻苦努力和精益求精是重中之重。
其他关乎成功的因素包括班级对后进生的支持态度，班级内没有竞争，积极强调为自己而学习以及提高自身的水平等。“重复乏味的课堂和死记硬背事实性知识”不时被引用来描述日本的课堂， 这种观点也许是不公平也不公正的。观摩中并没有看到糟糕的数学课，基本上都不错，且其中一两堂课还让人感到很有启发性。
TEST 4 PASSAGE 2 参考译文：
生物防虫法
为了控制害虫，人们不停地大肆使用人工合成的化学药物，而事实证明，这一行为适得其反，给农作物和人类健康带来了威胁。除了造成大规模的生态失调，杀虫剂还催生了一种具有抗药性的新型超级致命病菌。
联合国粮食及农业组织(FAO)最近的一项研究显示，超过300种的农业害虫已经对多种强效杀虫剂产生了抗药性。更严重的是，在传播疾病的害虫中，约有100种已经对多种正在使用的杀虫剂产生了免疫力。
使用杀虫剂的一个很明显的缺点在于，尽管它能杀掉害虫，但是它也无意中毁掉了许多有用的有机生物，这些生物能够控制害虫数量的增长。这就导致了农业生态学家所说的“跑步机综合征”。人们知道，因为许多害虫都具有强大的繁殖潜力和基因多样性，所以它们能够抵抗各种合成的化学药品，它们生育的后代则拥有与生俱来的抗药性。
“跑步机综合征”的巨大破坏力在中美洲棉农的遭遇中得到了展现。20世纪40年代早期，人们正陶醉在以化学药品为基础的密集型农业所带来的繁荣之中。为了确保增产，农民们疯狂地使用农药。在20世纪40 年代中期，一年要用8次杀虫剂。到了20世纪50年代中期，由于3种新型抗药害虫的数量突然猛增，用药次数增至一季度28次。
到20世纪60年代中期，情况变得越发令人不安，又出现了4种新害虫，使得喷洒农药的费用占到了棉花生产费用的50%。20世纪70年代初，拥有更强基因的害虫继续人侵农田，农民被逼到了绝境，农药喷洒作业频繁到了一季度70次。
美国环保机构的一项研究显示，当今市场上的大部分农药的致癌性、引发基因突变的特性和其他危害健康的性质仍未经过足够的检测。美国国家资源保护委员会发现，在一长串投入使用的危险化学药品当中，DDT(过去常用的一种无色农药)的应用最为广泛。
滥用农药所带来的危害日益加剧。面对这种情况，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。尽管迄今为止，这一新领域潜力有限，但是受欢迎程度还是与日俱增。与其他方法相比，其优势在于它拥有相对低廉的成本、永久的控制系统和程度最低的毒副作用。经过专家处理，生物防虫法是安全无污染的，且昆虫能够自行消散。
位于班加罗尔的英联邦生物防治研究所(CIBC)是从事害虫的生物防治研究工作最活跃的非营利性研究机构之一，拥有遍布全球的研究实验室和野外站，它致力于研究通过投放寄生虫的天敌来实施生物控制。同时，它也是一个全球性的虫害防治生物制剂进出口信息交换机构。
银胶菊曾经严重影响印度和澳大利亚的农业和人类健康。CIBC引入了一种专吃银胶菊种子的墨西哥象鼻虫，并成功地控制住了这种令人讨厌的银胶菊的蔓延。无独有偶，一种水葫芦给世界上许多地方的人们都造成了困扰和麻烦。鉴于此，受CIBC资助的位于海得拉巴的区域研究实验室(RRL)正在试验用一种阿根廷象鼻虫消灭这种危险的杂草。据RRL的Kaiser Jamil女士透露：“阿根廷象鼻虫不会咬噬其他植物。一对成年的虫子在4~5天之内就能将这种杂草消灭掉。”现在，CIBC正在完善一项繁殖寄生虫的技术来对付一种disapene scale昆虫，这种害虫在美国和印度是臭名昭著的果树脱叶剂。
以下是一些有效实施生物防虫法的案例。20世纪60年代末期，斯里兰卡繁茂的椰子树林遭到了吞噬叶子的hispides的侵害，结果这种害虫被一种引自新加坡的寄生虫幼虫成功地控制住了。在印度，当地一种名叫Neodumetia sangawani的天敌昆虫对于控制罗兹岛的草绒蚁非常有效，后者在美国的很多地方大量吞唾饲草。此外，喀拉拉邦农业大学的科学家利用一种叫做布奇水葫芦象甲的巴西甲虫治理了一条12公里长的运河，消灭了大片大片被喀拉拉邦人叫做耳槐叶萍的槐叶萍，在那里约有30, 000公顷的稻田都受到了这种杂草的侵害。
TEST 4 PASSAGE 3 参考译文：
采集蚂蚁样本
收集蚂蚁可以很简单，将一只只单独行动的蚂蚁捡起放入玻璃罐中即可。这个过程也可以很复杂，比如完成对一个地区所有物种的详细调查，并且判断它们的相对丰富度。到底使用哪种方法将取决于采集的最终目的。如果出于分类学的目的(也就是归类)，可以通过锁定一个蚁巢中包含所有蚁种(包括主要的和次要的工蚁，也包括可能存在的蚁后和蚁王)的一系列样本来确定物种的变种。如果是以生态学研究为目的，最重要的因素就是尽可能多地采集现有不同物种的可辨认样本。然而遗憾的是，这两种方法通常不兼容。分类学家们有时倾向于采集研究中的种群标本而忽视了整个物种，而生态学家们经常只是搜集每个物种的一定数量的样本，因此也就降低了这些样本的分类研究价值。
为了尽可能广泛地搜集物种，我们必须运用多种方法。这些方法包括手工采集法、诱饵采集法、落叶层抽样法和陷阱采集法。手工采集法就是去蚂蚁可能出现的所有地方搜集，包括地面、石头下、原木或地面的其他物体上、地面上的朽木里或树上、植被里、树干上以及树皮下。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。这样就确保了所有蚂蚁个体都属同一物种，从而也提高了详细研究的价值。由于有些物种主要在夜间活动，所以采集不应仅限于白天。标本采集可以使用抽吸器 (通常称之为吸虫管)、钳子、质量好的湿油漆刷、或者如果知道蚂蚁不咬人的话，可直接用手采集。单只昆虫可以放在浓度为75%至95%酒精的塑料管或玻璃管(1.5-3.0毫升容量用于小蚂蚁，5-8毫升容量用于较大的蚂蚁)中。塑料管较轻，且万一处理不当的话不易破碎，所以带安全塞的塑料管比玻璃管更好。
诱饵可用来吸引和聚拢觅食者。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。我们应该使用糖、肉或油，因为它们能引诱多个不同的物种。这些诱饵可以放置在地面上、树干上或者大灌木丛中。放在地面上时，诱饵应该被放在小纸板或其他平整、浅色的表面上，或者放在试管及小瓶中。 这样更容易发现蚂蚁，并且能在它们逃到周围的树叶堆中之前抓住它们。
许多蚂蚁体型小，主要在地面上的树叶层中间和其他废物中觅食。用手采集这些蚂蚁比较困难，最成功的采集方法之一就是聚集蚂蚁们正在其中觅食的落叶，然后从中取出蚂蚁。通常，我们将这些落叶放置在筛子上，下方是一个大漏斗。往往在对漏斗上方进行加热时，随着上面的叶子渐渐变干，蚂蚁(和其他动物)就会向下移动，最终掉下来，从漏斗底部漏出，这样就被收集到了置于漏斗下方的酒精中。这个方法特别适用于雨林和沼泽地区。使用漏斗时，可先用一张粗网筛一下落叶，然后再把落叶放置在漏斗上方，这是一种增加收集量的方法，因为这样做能够去掉大树叶和小树枝，从而把落叶集中起来。在漏斗数量有限的情况下，也能够对更多的落叶进行取样。
陷阱是另一个常用的收集蚂蚁的工具。陷阱可以是任何一个放在地面上的盛有防腐剂的小容器，容器的顶部应与其周围地表保持水平。当蚂蚁出来觅食时，掉进陷阱就被捉到了。陷阱瓶的直径约为18毫米到10 厘米不等，使用数量也可以是几个到几百个不等。陷阱瓶的大小主要由个人喜好决定(虽然较大的瓶子通常比较好)，但其数量则由正在进行的研究所决定。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。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。它的一个缺点是，因为有些物种要么会避开陷阱，要么外出觅食时通常碰不到陷阱，所以用这种方法就采集不到这些蚂蚁。
剑桥雅思阅读8原文解析(test4)
Passage 1
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。
剑桥雅思阅读8原文翻译及答案(test4)相关文章：
剑桥雅思阅读8原文翻译及答案(test4)
