劍橋雅思閱讀5原文翻譯及答案(test1)

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劍橋雅思閱讀5原文(test1)

劍橋雅思系列真題是劍橋大學考試委員會外語考試部出版各類考試真題的唯一官方出版社出版的權威教材，書中包含最新的雅思全真試題資料，是各類雅思考生備考過程中必不可少的參考書。非常適合學生自學的習題解答和聽力錄音文本。

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 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 1997, 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 1998. 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……………lenge, 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

　　劍橋雅思閱讀5原文參考譯文(test1)

TEST 1 PASSAGE 1參考譯文：

Johnson’s Dictionary

約翰遜博士的字典

約翰遜博士的《字典》於1775年出版，在此之前的一個世紀，人們一直對英語的發展狀況擔憂。口語和書面語沒有統一的標準，對於如何整頓英語拼寫混亂的局面也沒有統一的看法。正是約翰遜博士爲這一問題提供瞭解決方案。

當然，在此之前也有過一些字典《其中最早的是一本約120頁的小冊子，由一個叫Robert Cawdray的人編輯，於1604年出版，名爲《按字母排序的罕見英語詞彙表》。正如後來17世紀出版的許多字典一樣，Cawdray傾向於着重收錄學術詞彙。這本字典的功能之一就是使字典的使用者能體現出良好的學術修養。

除了規範英語混亂狀態的實際需要外，英語字典的興盛也與英國中產階級的興起有關。這些中產階級渴望對各種要征服的環境進行定義和約束，包括詞彙環境、社會環境和商業環境。塞繆爾?約翰遜博士作爲18世紀文學家的典型代表，在當時和現在都享有盛譽，他在中產階級正如日中天之時出版他的《字典》真是再合“時”不過了。

約翰遜是詩人、批評家，他將常識提髙到了天賦的髙度。對於那些從17世紀晚期到18世紀早期一直困擾着作家的問題，約翰遜的解決方法是非常實用的。在約翰遜之前，如果沒有專門的學術機構判別正確與錯誤的用法，要出版這樣一部大型字典幾乎是不可能的。約翰遜則認爲不需要學術機構來解決語言上的爭端，他要自己編一本字典，而且要自己親手去編。1764年6月18日，約翰遜與書商Robert Dosley在Holbom酒店附近的Golden Anchor旅店吃早餐時，簽訂了關於這本《字典》的合同。約翰遜因此獲得了總價值1575英鎊的分期付款，他從這些錢中拿出一些租下了17Gough廣場，在這裏建起了自己的“字典作坊”。

James Boswell曾爲約翰遜作傳，他描述說約翰遜工作的閣樓就像“一個賬房”，中間有一張長長的的桌子，負責抄寫的工作人員站着工作。約翰遜坐在一把快要散架的椅子上，面前是一張老式的搖搖晃晃的文案桌，周圍亂七八糟堆放着一堆借來的書。同時旁邊有六個助手幫助，其中兩個在《字典》編纂的籌備階段就去世了。

工作量是巨大的。當時，約翰遜在身邊還沒有圖書館可參閱的條件下，將80大本筆記進行了分類整理，撰寫了4萬多條詞的定義，並將這些詞的多個義項用約11.4萬條從各個學科的英語書面材料中摘出的引例加以佐證上些引例來源極廣，從伊麗莎白時代到當時作家的作品都被涵蓋在內。約翰遜並沒有想進行完全的自我創作。由於有最後期限，他不得不吸收先前所有字典的精華之處，這就使他的工作成了一項規模宏大的整合工作。事實上，約翰遜所做的工作絕不僅限於此。和以前的字典編基者不同的是，約翰遜對待英語的態度十分務實。他將英語看成是活的語言，意思上有許多細微的差別。他對詞的定義採取英語普通法則：遵照先例。因此，約翰遜的《字典》出版後，在長達一個多世紀的時間裏，都沒有出現一本真正能與其相媲美的字典。

幾經周折後，約翰遜的這本《字典》終於在1775年4月15日出版了。一經出版，這本字典就在整個歐洲獲得了一致認可，被譽爲里程碑式的著作?一位意大利著名的辭書編築者寫道:“這項崇高的作品將成爲其著者永恆的榮譽豐碑，也是其祖國的一項特別榮耀，這部作品惠及了整個歐洲大陸文學界。”衆所周知，40個法國學者花了40年的時間纔出版了第一部法語字典。而約翰遜一個人就承擔了一項歐洲學術界所做的工作並毫不遜色地把它完成，這一切都讓英國人引以爲傲。

約翰遜幾乎沒有得到學者的幫助或偉人的贊助，也沒有退休後的舒適條件，更不是在涼爽的書房中完成工作。他是在種.種不便與干擾中、在疾病折磨和憂傷中一直工作了九年。儘管存在瑕疵和怪異之處，他的這部兩卷本的著作仍然稱得上是一部傑作，一座里程碑。用他自己的話說，這本字典“規範了拼寫，進行了詞彙比較，規範了結構，明確了英文字詞的含義”。這部字典爲後來的標準英語奠定了基礎，這一成就，用James Boswell的話說，就是“爲英語的穩定做出了貢獻”。

約翰遜因爲這部《字典》和其他一些作品而聞名於世並備受尊重，這使得他的朋友能夠說服國王喬治三世賞賜給他養老金。從那時起，他就成了家喻戶曉的約翰遜。

TEST 1 PASSAGE 2 參考譯文：

Nature or Nurture?

是先天本性還是後天控制?

A 幾年前，耶魯大學的Stanley Milgram進行了一項行爲心理學試驗，這項試驗十分有趣但又令試驗對象深感不安。40名試驗對象分別來自社會各界。試驗要測試在對某領導命令做的事情可能產生反感的情況下，這些試驗對象是否願意執行命令。Milgram向每位在試驗中扮演教師角色的志願者明確地解釋，試驗是爲了崇高的教育事業而進行的，是要測試體罰犯錯誤的學生是否會對學生的學習能力產生積極的影響。

B Milgram的試驗方案是讓這些扮演教師角色的試驗對象到一個有30個切換開關的控電板前，開關上面分別貼着電壓標籤，從15伏(輕度電擊)開始，每個開關依次增大15伏，一直增大到450伏(危險的嚴重電擊)。然後告訴這些試驗對象，學生每回答錯一個問題，就施加一次電擊, 從最低電壓開始，隨着錯誤題數的增加，電擊強度也依次增加。試驗中的學生實際上是Mifgram僱傭的演員，他發出各種呻吟、叫喊聲並痛苦地扭動身體甚至用污言移語謾罵試驗者和試驗本身，來模擬出學生遭受電擊後的反應Milgram讓這些扮演教師角色的試驗對象不要理會學生的反應，按照控制試驗條件的規則，不管電壓多髙都要直接施加。

C 隨着試驗的展開，這個學生要故意答錯老師提出的問題，從而受到各種級別電擊的懲罰，甚至是高達300伏的危險電壓或更高電壓的電擊懲罰。許多扮演教師的試驗對象在實施高電壓懲罰時猶豫不決，面帶疑惑地看着Milgram或者對繼續試驗頗有微詞。一旦遇到這種情況，Milgram就會冷靜地向扮演教師的試驗對象解釋說，不要理會學生請求憐憫的呼喊，繼續試驗。如果試驗對象仍不肯繼續試驗，Milgram就告訴他們，爲了完成試驗將試驗步驟進行到底是很重要的。如果這樣仍不奏效的話, Milgram就會說：“你別無選擇，必須繼續試驗。”Milgram想要找出的是，面對人性和道德對試驗規則和條件強烈的反感，有多少扮演教師的試驗對象會願意施加最高電壓的電擊懲罰。

D 在進行試驗之前， Milgram向39名精神科醫生解釋了他的想法，讓他們預測一下普通人羣中平均會有多大比例的人願意施加最高達450伏的電擊。這些醫生幾乎一致認爲差不多所有扮演教師的試驗對象都會拒絕遵從試驗人的命令。這些精神科醫生感到大多數扮演教師的試驗對象不會施加超過150伏電壓的電擊，並進一步預測說，只有4%的人會施力P300伏以上電壓的電擊。而且，他們認爲只有約千分之一的像瘋子一樣的人才會施加450伏的電壓。

E 實際結果如何呢? 60%以上的扮演教師的試驗對象一直遵從Milgram的命令，直到施加最高電壓450伏的電擊。在其他國家進行的重複試驗中，願意遵從命令的試驗對象的比例更髙, 在某個國家：甚至髙達85%。那些冷靜、理性、有學識的人們依靠他們的研究所得出的輕鬆的結論，與這些面臨壓力、緊張不安卻遵守命令的扮演教師的試驗對象在模擬真實生活的實驗室中的所作所爲竟然存在這麼大的差異，我們怎樣才能解釋這種差異呢?

F人們第一反應可能會說，一定是試驗激發了人內在的某種侵略性動物本能。Milgram試驗中那些扮演教師的試驗對象正是本能地靠施加電擊來向學生髮泄他們這種受到壓抑的原始衝動。典型的現代社會生物學家甚至會稱這種侵略性的本能是作爲一種優勢特徵進化而來的，當我們的祖先在巖洞中和平原上與艱苦的生活作鬥爭時，這種本能對他們的生存起到了重要的作用。因此，這種本能最終作爲遠古時人類動物行爲的遺留產物融人到我們的基因當中。

G 與這種基因說不同的觀點是將那些扮演教師的試驗對象的行爲看作是進行試驗的社會環境所造成的。正如Milgram自己所說：“大多數試驗對象從大的背景出發，認爲自己的行爲是仁慈的，對社會有益的，是在追求科學真理。心理實驗室又大力強調此舉的合法性，因此使試驗參與人員對其產生了信任和信心。像對受害人施加電擊這件事，單獨看來似乎是惡行，但在這種情況下卻有了完全不同的意義。”

H因此，按這種解釋，扮演教師的試驗對象是將自己的個性、個人準則和道德準則與更廣泛的體制結構結合了起來，使個人的一些特性，如忠誠、自我犧牲和遵守規定，爲惡毒的權威體制服務。

I對於衆多扮演教師的試驗對象爲了一個機構權威人物而願意放棄他們個人責任感的這種行爲，我們有兩種完全不同的解釋。生物學家、心理學家和人類學家所要解決的問題就是找出這兩種截然對立的解釋哪種更合理。從本質講，這是一個當代社會生物學的問題一探索人自身相關基因組成能在多大程度上掌控，或至少說是強烈影響動物和人與環境的交互活動，即他們的行爲。換句話說，社會生物學關注的是如何去闡釋所有行爲的生物學基礎。

TEST 1 PASSAGE 3 參考譯文：

The Truth about the Environment

環境問題真相

在許多環境論者看來，我們的世界似乎變得越來越糟。他們列出了一系列我們擔憂的問題：自然資源正在枯竭，人口不斷增長，糧食越來越少，物種大批滅絕，地球的空氣污染和水污染越來越嚴重。

但我們只要簡單分析一下事實就會發現另外一種情況。首先，自1972年一組科學家出版了《增長的極限》這本書以來，能源和其他自然資源是變得越來越豐富了，而不是越來越少。其次，人均糧食產量比以往任何時候都要高，捱餓的人越來越少。第三，儘管物種的確在滅絕，但未來50年只會有0.7%的物種滅絕，而不是像人們通常所預計的25～50%。最後，大多數環境污染問題或者被誇大其詞或者只是暫時的，只是與工業化的早期階段相聯繫的，因此解決這些污染問題的最佳方法不是限制經濟的發展, 而是加速經濟的發展。有一種污染，即由於排放溫室氣體所引起的全球變暖問題，似乎會在未來長期存在，但其總效應卻不大可能會帶來特別嚴重的問題。更大的問題反而可能出在應對措施不得力上。

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.

但是民意調査顯示，許多人所持的觀念認爲環境質量標準在下降，造成這種事實與人們觀念間的差異的原因大致有四個：

一是科學研究上的偏頗。科學基金主要投人到存在問題的領域。這似乎是一項明智的決策，但是這同樣也給人們造成了一種印象，似乎存在許多潛在的問題，而事實並非如此。

第二，環保組織需要得到媒體的注意，也需要支持資金源源不斷地流入。因此對於這些團體有時會有誇大其詞的情況就不難理解了。比如說，1997年世界自然基金就發佈一篇名爲《世界森林2/3已不復存在》的新聞稿。而事實上世界森林只減少了20%左右。

儘管這些組織絕大多數都是由無私的人們管理運營的，但他們和其他遊說團體有許多共同之處。除非人們對待環境問題的遊說活動也像對待其他問題的遊說活動一樣，持同等的懷疑態度, 這種共同之處纔不會發揮那麼大的作用。比如說，一個貿易組織如果要求降低污染控制標準，這個組織馬上就會被認爲是在謀私利。而即使對這一污染控制標準的客觀審視可能會證明環保組織反對這種污染控制的低標準是弊大於利，這個環保組織仍會被認爲是無私的。

另一個使人們印象錯位的因素就是媒體的態度。顯然，人們對壞消息比對好消息更好奇。新聞和廣播就是要提供大衆所需要的東西。而這一點可能會導致人們認識上的巨大偏差J997年和1998年美國受到了厄爾尼諾現象的影響就是一個例子。人們責難這一氣候現象使旅遊業陷於癱瘓，引起人們的過敏症狀, 使一個滑雪坡融化造成22人死亡。儘管如此，美國氣象協會公告上的一篇文章卻認爲, 儘管厄爾尼諾造成的損失估計有40億美元，但它帶來的收益卻髙達約190億美元。這主要得益於冬季氣溫的升髙，這種升溫拯救了大約850人的生命，降低了取暖費用，緩解了由於冰峯河流春季融化造成的春洪。

第四個因素是個人見識的狹隘。人們擔心人均垃圾產生量的日益增多將使世界無處存放垃圾。但是，即使美國的垃圾產生量像以前那樣繼續增加，即使到2100年美國的人口加倍，全美國在整個21世紀產生的垃圾仍然僅會佔到美國領土總面積的1/12,000。

那麼全球變暖這一問題怎麼樣呢?衆所周知，二氧化碳的排放導致地球變暖。據估計本世紀氣溫最髙會上升2～3℃，這將帶來嚴重的問題，造成5萬億美元的損失。

儘管人們直覺上認爲應當採取一些激進的措施，解決這一可能需要付出髙昂代價的問題，但是經濟方面的分析表明，採取激進措施削減二氧化碳的排放量，將比採取措施適應溫度的上升付出更大的代價。聯合國氣候變化專家小組的一位主要成員所設計的一項模型表明, 如何將2100年時2.1度的氣溫上升減少到只上升1.9度。換句話說，2094年地球會出現的升溫推遲到2100年出現。

所以這並不會防止全球變暖，而只是給了世界6年的寬限期。但僅對美國而言，與解決人人都能獲得清潔的飲用水和衛生設施這一世界上最緊迫的健康問題相比，減少二氧化碳排放量要付出更髙的代價。而解決了這一健康問題，毎年將可以避免200萬人死亡，防止5億人患上嚴重疾病。

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.

要做出有關未來的最佳決定就應當審視一下事實，這一點很關鍵。過度樂觀可能要付出代價，但過度悲觀則要付出更大的代價。

　　劍橋雅思閱讀5原文解析(test1)

Test 1 Passage1

Question 1-Question 3

答案：D E G

關鍵詞：Johnson’s Dictionary

定位原文：全文綜合信息處理

解題思路: A選項的all，B選項的only都太絕對了;C選項對應的原文在第4段第4句“Johnson decided…”原文都說了他不需要那麼多人來確認語言問題的討論結果，和選項意思矛盾;D選項說約翰遜字典主要集中於當代文本中的語言，原文第6段第1句“Johnson wrote…”說的是drawn from the Elizabethans to his own time;意思一致;E選項和文中第6段第3句“Working to a deadline…”意思一致;G選項和第6段第5句意思一致;F選項和H選項的定位句分別在第6段“ had to draw on the best of all previous dictionaries.”和第6段“He did not expect to achieve complete originality.”都與原文矛盾。

Question 4

答案：copying clerks或clerks

關鍵詞：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”

解題思路: a number of要求其後填名詞複數形式，而此空後面的非限制性定語從句who又限定要填一個關於人的名詞。

Question 5

答案：library

關鍵詞：did not have a/40，000

定位原文: 第6段第1句“The work was immense：filling about eighty large…”

解題思路: 找到定位句後，很容易得到答案library。

Question 6

答案：stability

關鍵詞：James Boswell

定位原文: 第8段最後1句“… in James Boswell’s words...”

解題思路: 原文的conferred on 和空處的bring to 屬於同義表達。

Question 7

答案：pension

關鍵詞：King

定位原文: 第9段1句“… King George III to offer him a pension”

解題思路: offer him a pension 和題目的 was granted a pension 屬於同義表達。

Question 8

答案：TRUE

關鍵詞: middle classes

定位原文: 第3段第1句“Beyond…”

解題思路: 題幹中的growing跟increase對應這一句中的兩個rise，與原文意思一致。

Question 9

答案：FALSE

關鍵詞：Johnson/death

定位原文: 第3段第2句“ famous in his own time as in ours...”

解題思路: 這句話表明他當時跟現代都享有盛譽，題干與原文矛盾。題乾的 well known 爲文章裏這句話中的famous的同義替換。

Question 10

答案: NOT GIVEN

關鍵詞：several years

定位原文: 第4段內容

解題思路: 按照判斷是非題的順序原則，這題在文章中的定位應該在第9題在文章中所定位的語句後面，同時又應該出現在第11題定位語句的前面，故應該從第3段末開始找一直到第4段中間，我們找不到任何跟題幹相關的信息，故此題爲not given。

Question 11

答案：FALSE

關鍵詞: academy

定位原文：第4段第4句“Johnson decided he did not need…”

解題思路: 這句話正說明約翰遜並未建立研究院來協助他完成字典的編纂。

Question 12

答案： FALSE

關鍵詞：payment

定位原文: 第4段最後1句“He was to be paid …”

解題思路: He was to be paid……installment對應,明確提到了得到分期付款，跟題幹矛盾。

Question 13

答案： TRUE

關鍵詞：assistants/publication

定位原文: 第5段最後1句“He was also helped by six assistants…”

解題思路: 題幹中的 not survive 跟文章中這句話的die對應，根據文意，題目表述是正確的。

Test 1 Passage 2

Question 14

答案：F

關鍵詞：biological explanation/teacher-subject

定位原文: F段第1句“…and that Milgram’s teacher-subjects were just following…”

解題思路: 文章F段第一句中genetic，built-in，instinct這些詞與題幹中的biological explanation對應。

Question 15

答案：A

關鍵詞：explanation/for the experiment

定位原文: A段最後1句“Specifically…”

解題思路: 定位句中的短語in the cause of 即爲題幹explanation的同義替換。

Question 16

答案： B

關鍵詞：identity/pupil

定位原文: B段第3句“The supposed “pupil” was…”

解題思路: 找到對應句後很容易得出答案B。

Question 17

答案： D

關鍵詞：expected/statistical

定位原文: D段倒數第2句“The phychiatrists felt that “most subjects…”

解題思路: 定位到D段後，發現這些數字都是描述的實驗預期的結果。

Question 18

答案： I

關鍵詞：general aim/sociobiological study

定位原文: I段第3句“This, in essence, is…”

解題思路: 找到定位句後，比較容易得出答案。

Question 19

答案： C

關鍵詞：persuaded/continue

定位原文: C段第2、3、4句“Many of the teacher-subjects balked…”

解題思路: 注意go on即爲 continue的同義替換。

Question 20

答案: B

關鍵詞：teacher-subjects were told...

定位原文: A段最後1句“Specifically, Milgram told each volunteer…”

解題思路: 定位句說得很清楚：Milgram向每位在試驗中扮演教師角色的志願者明確地解釋，試驗是爲了崇高的教育事業而進行的，是要測試體罰犯錯誤的學生是否會對學生的學習能力產生積極的影響。這就對應選項B。

Question 21

答案： D

關鍵詞：instructed to...

定位原文: B段最後1句“Milgram told the teacher-subject…”

解題思路: 其中的instructed跟文章中的told對應，按照控制試驗條件的規則，不管電壓多髙都要直接施加。

Question 22

答案： C

關鍵詞： 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…”

解題思路: 由這兩句話的反差可以看出，精神科醫生的確低估了試驗對象對規則的遵從程度，其中的be willing to 跟題幹中的willingness屬於同義表達。

Question 23

答案：NOT GIVEN

關鍵詞：Yale University

定位原文: A段第1句“ley Milgram of Yale University tested 40 subjects from…”

解題思路: all walks of life是社會各界的意思，我們並不能肯定試驗者就是來自耶魯大學的心理學學生。本題屬於典型的完全未提及型NOT GIVEN。

Question 24

答案：TRUE

關鍵詞：explain/survival mechanism

定位原文: F段第2句“A modem hard-core sociobiologist might…”

解題思路: 定位句中的advantageous trait 與題幹中的positive survival mechanism 屬於同義表達。

Question 25

答案：FALSE

關鍵詞：sociobiological explanation

定位原文: H段內容和I段第1句“Here we have two radically different…”

解題思路: 定位句的兩句話都在體現出個人價值觀在被權威所統治。

Question 26

答案：FALSE

關鍵詞：sociobiology

定位原文: I段整個段落內容

解題思路: 我們在文章最後一段可以得知Milgram的實驗並未解決社會生物學上的這個重大問題，只不過是證明了這個問題的存在。

Test 1 Passage 3

Question 27

答案：YES

關鍵詞：environmentalists

定位原文: 第1段第1、2句 “For many…”

解題思路: hit-list重要事件的列表，按計劃迸行殺害的名單。在這裏應該理解爲一系列。

Question 28

答案： NOT GIVEN

關鍵詞：1972, only

定位原文: 第2段第2句“...“the Limits to Growth”was published in 1972…”

解題思路: 1972年這個信息只在上面這句話中出現，而按照順序解題原則，這道題目的答案只能在第二段中尋找，實際上該段並未提到任何關於資料蒐集開始時間的信息。所以這是一道典型的NOT GIVEN。

Question 29

答案： NO

關鍵詞： starving people

定位原文: 第2段第3句“Fewer people are starving…”

解題思路: 這句話意思非常明確了，和題目表述矛盾。

Question 30

答案： NOT GIVEN

關鍵詞： species

定位原文: 第2段第5句話“Third, although species are indeed…”

解題思路: 這一句雖然提到了物種，但是並沒有提到題目中論述的那個話題。而且，題目其實也是在變相地將新舊物種比較，屬於並不存在的比較關係，因此應選擇NOT GIVEN。

Question 31

答案： YES

關鍵詞： industrialisation

定位原文: 第2段第6句“And finally, most forms…”

解題思路: 這句話說明工業化早期的確引起了一些污染問題，，故此題選YES。

Question 32

答案： NO

關鍵詞： economic growth/best

定位原文: 第2段第6句“ therefore best cured not by restricting…”

解題思路: 文中已經明確提到控制污染的最好方式不是減慢經濟發展速度，而是加速經濟發展。

Question 33

答案： C

關鍵詞：paragraph 4

定位原文: 第4段第2句“Scientific funding goes mainly…”

解題思路: 題目問的是作者提出了對哪個科研領域的關注，定位句明確說明這同樣也給人們造成了一種印象，似乎存在許多潛在的問題，而事實並非如此，言下之意就是要確認好對研究領域的選擇，C選項符合。

Question 34

答案： D

關鍵詞：Worldwide Fund for Nature

定位原文: 第5段第3句“Understandably, perhaps, they sometimes…”

解題思路: 定位句明確說明也許有時候他們誇張了事實，選項D符合。

Question 35

答案： C

關鍵詞：paragraph 6

定位原文：第6段第2句“That would matter less if…”

解題思路：題目問的是作者對遊說團體的看法，C選項和原文表述一致。

Question 36

答案： B

關鍵詞：newspaper print

定位原文: 第7段第3句“Newspaper and broadcasters…”

解題思路: 定位句說報紙和廣播應該提供給公衆所需要的，選項B滿足讀者需求，和原文表述一致。

Question 37

答案： B

關鍵詞：America

定位原文: 第8段第3句“Yet, even if…”

解題思路: 題目問的是作者對美國垃圾問題的觀點是什麼，定位句說即便垃圾持續增長，人口增長，整個21世紀美國產生的垃圾只佔整個美國面積的12萬分之一，言下之意，就是B選項：垃圾問題沒有我們想象的嚴重。

Question 38

答案： E. long-term

關鍵詞： global warming/a

定位原文: 文章中最後4段內容

解題思路:這裏應該填一個表示正面惑情色彩的形容詞，而且這個詞要可以和challenge搭配。那麼選擇範圍就縮小到了agreed/right/long-term/surprising/urgent五個詞上，,然後再根據後半句but來判斷，,作者對全球變暖問題的態度是樂觀的，顯然應該是一個與catastrophic相反的詞，因此範圍最終縮小到了long-term。

Question 39

答案： D. right

關鍵詞：way

定位原文: 文章最後4段內容

解題思路: 要和way來搭配，修飾way。按照題目中句子的含義來說，就是說以一個比較好的，合理的處理方法，就不會有災難性的影響，只有right是最符合的。

Question 40

答案： I. urgent

關鍵詞: health problem

定位原文: 倒數第2段第2句“…most pressing…”

解題思路: 這句話中的most pressing指最急迫的，最迫切的，正好和詞庫中的urgent相對應，屬於同義表達。