劍橋雅思閱讀9原文答案解析(test4)
劍橋雅思閱讀部分的題目可以進行一些分類總結，因爲考試的常見內容一般都會在下次考試中出現的。下面就是今天小編給大家帶來的劍橋雅思閱讀9(test4)的內容，希望能夠幫助同學們備考雅思考試。
劍橋雅思閱讀9原文(test4)
READING PASSAGE 1
You should spend about 20 minutes on Questions 1—13, which are based on Reading Passage 1 below.
The life and work of Marie Curie
Marie Curie is probably the most famous woman scientist who has ever lived. Born Maria Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was twice a winner of the Nobel Prize. With her husband, Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics, and was then sole winner of the 1911 Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize.
From childhood, Marie was remarkable for her prodigious memory, and at the age of 16 won a gold medal on completion of her secondary education. Because her father lost his savings through bad investment, she then had to take work as a teacher. Form her earnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would, in turn, later help her to get an education.
In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne (the University of Paris). She often worked far into the night and lived on little more than bread and butter and tea. She came first in the examination in the physical sciences in 1893, and in 1894 was placed second in the examination in mathematical sciences. It was not until the spring of that year that she was introduced to Pierre Curie.
Their marriage in 1895 marked the start of a partnership that was soon to achieve results of world significance. Following Henri Becquerel’s discovery in 1896 of a new phenomenon, which Marie later called ‘‘radioactivity’, Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium.
Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained only by the presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie joined her in the work that she had undertaken to resolve this problem, and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was achieved with the help of the chemist Andre-Louis Debierne, one of Pierre Curie’s pupils. Based on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.
The births of Marie’s two daughters, lrène and Eve, in 1897 and 1904 failed to interrupt her scientific work. She was appointed lecturer in physics at the Ecole Normale Supérieure for girls in Sèvres, France (1900), and introduced a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.
The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a turning point in her career: henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her husband’s death, becoming the first woman to teach at the Sorbonne. In 1911 she was awarded the Noble Prize for Chemistry for the isolation of a pure form of radium.
During World War I, Marie Curie, with the help of her daughter Irène, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as ‘Little Curies’, used for the treatment of wounded soldiers. In 1918 the Radium Institute, whose staff Irène had joined, began to operate in earnest, and became a centre for nuclear physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substances and their medical applications.
In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United States to raise funds for research on radium. Women there presented her with a gram of radium for her campaign. Marie also gave lectures in Belgium, Brazil, Spain and Czechoslovakia and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris, and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became director.
One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only to treat illness but also to maintain an abundant supply for research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a decisive contribution to the success of the experiments undertaken in the years around 1930. This work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by lrène and Frédéric Joliot Curie of artificial radioactivity. A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She had often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave off.
Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by her two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists.
Questions 1—6
Do the following statements agree with the information given in Reading Passage 1? In boxes 1—6 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1 Marie Curie’s husband was a joint winner of both Marie’s Nobel Prizes.
2 Marie became interested in science when she was a child.
3 Marie was able to attend the Sorbonne because of her sister’s financial contribution.
4 Marie stopped doing research for several years when her children were born.
5 Marie took over the teaching position her husband had held.
6 Marie’s sister Bronia studied the medical uses of radioactivity.
Questions 7—13
Complete the notes below.
Choose ONE WORD from the passage for each answer.
Write your answers in boxes 7—13 on your answer sheet.
Marie Curie’s research on radioactivity
? When uranium was discovered to be radioactive, Marie Curie found that the element called 7______ had the same property.
? Marie and Pierre Curie’s research into the radioactivity of the mineral known as 8_______ led to the discovery of two elements.
? In 1911, Marie Curie received recognition for her work on the element 9_______
? Marie and lrène Curie developed X-radiography which was used as a medical technique for 10 ______
? Marie Curie saw the importance of collecting radioactive material both for research and for cases of 11 ______.
? The radioactive material stocked in Paris contributed to the discoveries in the 1930s of the 12 ______ and of what was know as artificial radioactivity.
? During her research, Marie Curie was exposed to radiation and as a result she suffered from 13 ______.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14—26 which are based on Reading Passage 2 below.
Young children’s sense of identity
A. A sense of self develops in young children by degrees. The process can usefully be thought of in terms of the gradual emergence of two somewhat separate features: the self as a subject, and the self as an object. William James introduced the distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the developing debate. Ever since then psychologists have continued building on the theory.
B. According to James, a child’s first step on the road to self-understanding can be seen as the recognition that he or she exists. This is an aspect of the self that he labeled ‘self-as-subject’, and he gave it various elements. These included an awareness of one’s own agency (i.e. one’s power to act), and an awareness of one’s distinctiveness from other people. These features gradually emerge as infants explore their world and interact with caregivers. Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power. He proposed that the earliest examples of this are an infant’s attempts to control physical objects, such as toys or his or her own limbs. This is followed by attempts to affect the behaviour of other people. For example, infants learn that when they cry or smile someone responds to them.
C. Another powerful source of information for infants about the effects they can have on the world around them is provided when others mimic them. Many parents spend a lot of time, particularly in the early months, copying their infant’s vocalizations and expressions. In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own movements. This is not to say that infants recognize the reflection as their own image (a later development). However, Lewis and Brooks-Gunn (1979) suggest that infants’ developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people. This is because they, and only they, can change the reflection in the mirror.
D. This understanding that children gain of themselves as active agent continues to develop in their attempts to co-operate with others in play. Dunn (1988) points out that it is in such day-to –day relationships and interactions that the child’s understanding of his-or herself emerges. Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly.
E. Once children have acquired a certain level of self-awareness, they begin to place themselves in whole series of categories, which together play such an important part in defining them uniquely as ‘themselves’. This second step in the development of a full sense of self is what James called the ‘self-as-object’. This has been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people (such as trustworthiness, shyness, sporting ability).
F. Cooley and other researchers suggested a close connection between a person’s own understanding of their identity and other people’s understanding of it. Cooley believed that people build up their sense of identity form the reactions of others to them, and form the view they believe others have of them. He called the self-as-object the ‘looking-glass self’, since people come to see themselves as they are reflected in others. Mead (1934) went even further and saw the self and the social world as inextricably bound together: ‘The self is essentially a social structure, and it arises in social experience… it is impossible to conceive of a self arising outside of social experience.’
G. Lewis and Brooks-Gunn argued that an important developmental milestone is reached when children become able to recognize themselves visually without the support of seeing contingent movement. This recognition occurs around their second birthday. In one experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children who were playing in front of a mirror, and then observed how often they touched their noses. The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it. On the other hand, they found that children of 15 to 18 months are generally not able to recognize themselves unless other cues such as movement are present.
H. Finally, perhaps the most graphic expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of age. In a longitudinal study of groups of three or four children, Bronson (1975) found that the intensity of the frustration and anger in their disagreements increased sharply between the ages of 1 and 2 years. Often, the children’s disagreements involved a struggle over a toy that none of them had played with before or after the tug-of-war: the children seemed to be disputing ownership rather than wanting to play with it. Although it may be less marked in other societies, the link between the sense of ‘self’ and of ‘ownership’ is a notable feature of childhood in Western societies.
Questions 14—19
Reading Passage 2 has eight paragraphs, A—H.
Which paragraph contains the following information?
Write the correct letter, A—H, in boxes 14-19 on your answer sheet.
NB You may use any letter more than once.
14 an account of the method used by researchers in a particular study
15 the role of imitation in developing a sense of identity
16 the age at which children can usually identify a static image of themselves
17 a reason for the limitations of scientific research into ‘self-as-subject’
18 reference to a possible link between culture and a particular form of behaviour
19 examples of the wide range of features that contribute to the sense of ‘self-as-object’
Questions 20—23
Look at the following findings (Questions 20—23) and the list of researchers below.
Match each finding with the correct researcher or researchers, A—E.
Write the correct letter, A—E, in boxes 20—23 on your answer sheet.
20 A sense of identity can never be formed without relationships with other people.
21 A child’s awareness of self is related to a sense of mastery over things and people.
22 At a certain age, children’s sense of identity leads to aggressive behaviour.
23 Observing their own reflection contributes to children’s self awareness.
List of Researchers
A James
B Cooley
C Lewis and Brooks-Gunn
D Mead
E Bronson
Questions 24—26
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 24—26 on your answers sheet.
How children acquire a sense of identity
First, children come to realize that they can have an effect on the world around them,
for example by handling objects, or causing the image to move when they face a 24 ______. This aspect of self-awareness is difficult to research directly, because of 25______ problems.
Secondly, children start to become aware of how they are viewed by others. One important stage in this process is the visual recognition of themselves which usually occurs when they reach the age of two. In Western societies at least, the development of self awareness is often linked to a sense of 26 ______, and can lead to disputes.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.
Questions 27-30
Reading Passage 3 has six paragraphs, A—F.
Choose the correct heading for paragraphs B—E from the list of headings below.
Write the correct number, i—vii, in boxes 27—30 on your answer sheet.
List of Headings
i Commercial pressures on people in charge
ii Mixed views on current changes to museums
iii Interpreting the facts to meet visitor expectations
iv The international dimension
v Collections of factual evidence
vi Fewer differences between public attractions
vii Current reviews and suggestions
Example Answer
Paragraph A v
27 Paragraph B
28 Paragraph C
29 Paragraph D
30 Paragraph E
The Development of Museums
A. The conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value free. As one writer observes: ‘Although it is now evident that artefacts are as easily altered as chronicles, public faith in their veracity endures: a tangible relic seems ipso facto real’. Such conviction was, until recently, reflected in museum displays. Museums used to look — and some still do — much like storage rooms of objects packed together in showcases: good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor, to whom it all looked alike. Similarly, the information accompanying the objects often made little sense to the lay visitor. The content and format of explanations dated back to a time when the museum was the exclusive domain of the scientific researcher.
B. Recently, however, attitudes towards history and the way it should be presented have altered. The key word in heritage display is now ‘experience’, the more exciting the better and, if possible, involving all the senses. Good examples of this approach in the UK are the Jorvik Centre in York; the National Museum of Photography, Film and Television in Bradford; and the Imperial War Museum in London. In the US the trend emerged much earlier: Williamsburg has been a prototype for many heritage developments in other parts of the world. No one can predict where the process will end. On so-called heritage sites the re-enactment of historical events is increasingly popular, and computers will soon provide virtual reality experiences, which will present visitors with a vivid image of the period of their choice, in which they themselves can act as if part of the historical environment. Such developments have been criticized as an intolerable vulgarization, but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this opinion.
C. In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating. They already borrow ideas and concepts from one another. For example, museums have adopted story lines for exhibitions, sites have accepted ‘theming’ as a relevant tool, and theme parks are moving towards more authenticity and research-based presentations. In zoos, animals are no longer kept in cages, but in great spaces, either in the open air or in enormous greenhouses, such as the jungle and desert environments in Burgers’ Zoo in Holland. This particular trend is regarded as one of the major developments in the presentation of natural history in the twentieth century.
D. Theme parks are undergoing other changes, too, as they try to present more serious social and cultural issues, and move away from fantasy. This development is a response to market forces and, although museums and heritage sites have a special, rather distinct, role to fulfil, they are also operating in a very competitive environment, where visitors make choices on how and where to spend their free time. Heritage and museum experts do not have to invent stories and recreate historical environments to attract their visitors: their assets are already in place. However, exhibits must be both based on artefacts and facts as we know them, and attractively presented. Those who are professionally engaged in the art of interpreting history are thus in difficult position, as they must steer a narrow course between the demands of ‘evidence’ and ‘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.
劍橋雅思閱讀10原文參考譯文(test4)
Passage 1參考譯文：
加利福尼亞州的特大火災
乾旱，房屋的大量擴建，易燃物的過度供給導致美國西部發生更大更熱的火災。
森林大火正在成爲美國西部不斷增大的威脅，而加利福尼亞州南部是受影響最嚴重的地區。加利福尼亞州南部大火愈加頻發，儘管與其對抗的救火隊有着相比以前更爲充分的準備和多年消除由“聖安娜之風”煽動起的火災的經驗，他們還是在控制大火上遇到了困難。這是有原因的。專家表示，總的來說，現在的森林大火比過去溫度更高，蔓延得更快，擴散蹤跡更爲飄忽不定。
特大火災，也稱爲“圍攻火”，是指近來頻發的能夠燒燬萬英畝及以上土地的大火，這種大火燒燬的土地面積相當於20年前一般森林大火破壞面積的10倍。據州政府統計和新聞報道顯示，最近幾場森林大火已被列入加利福尼亞州有史以來在燒燬面積上的最重大型火災。
關於頻發超級火災這一趨勢，其中一個解釋便是該地區通常夏天干燥，且近幾年降水量遠遠低於正常水平。專家表示，另外一個原因是與美國林務局一項長達一個世紀的政策有關。該政策規定發生森林大火時應儘快阻止大火。由此產生了無意識的後果，即是：中斷了灌木叢自然的根除過程，現在致使灌木叢成爲特大火災的主要燃料。
他們補充道，還有其他三個因素導致該趨勢。首先是氣候的變化，整個西部地區平均每年溫度上升1 華氏攝氏度。第二點是火險季節相比20年前平均延長了78天。第三，是在多樹地區房屋的不斷擴建。
“我們在易燃的生態系統中不斷地建造我們的房屋，”馬薩諸塞州伍斯特市克拉克大學地理研究生院的副教授多米尼克?庫拉考斯基表示，“在美國西部大多數森林中這樣做，如同在一個活火山的邊上建房。”
至少十多年來，加利福尼亞州平均每年增加60多萬人口，越來越多的住宅正在建造當中。“曾一度空曠的地帶現在是高密度的住宅屋羣，這爲火災的發生提供了燃料。”加利福尼亞州林業消防員聯盟部的特里?麥克黑爾指出，“這麼嚴重的乾旱，這麼多可能發生大火的社區，這麼多需要去努力的方面，消防已成爲一項不可思議的工作。”
據稱，有史以來最大的幾場火災烤焦了成千上萬英畝的土地，燒燬了數以萬計的房屋，燒死大量的居民之後，許多專家給予了加利福尼亞州相當高的評價，因其近幾年來在消防準備工作中取得的進步。觀察家們表示，這些火災本該受到控制卻依舊蔓延開來，相關部門過去被嚴厲指責爲工作不力。如今，他們正面臨着來自周邊地區和峽谷的前所未有的巨大挑戰。
州政府已經實現了關於提供更多先進的消防車、飛機和直升機以對抗火災的承諾。消防員聯盟在過去曾抱怨破舊的設備、陳舊的消防車和數量不足的消防安全藍圖。現如今稱讚州政府的允諾行爲。 儘管消防資金並未增加，政府卻大量削減其他項目的資金以支援消防建設。“我們很高興現任加利福尼亞州的行政部門非常積極主動地支持我們，同時已經通過了我們渴望已久的關於滿足基礎設施需求的預算支持方案。”消防員聯盟的麥克黑爾先生表示。
除了提供資金以升級需橫穿遼闊大州和沿着坑堤的峽谷道路而上的消防車外，州政府還已經投資建設更好的指揮與控制設施和相關策略來運作它們。“早些年在消防上，我們發現其他的地區和州政府願意提供相互援助，但我們沒能和它們做好充分溝通。”該州的火突應急服務和援救部首席官Kim Zagaris說道，“在委員會審查和修改溝通流程後，全州的反應變得更爲專業和迅速。”在政府官員和居民中有這樣一種共識，即相比以前遇到的特大火災的時候，來自不同州和地區的消防員的高速運作、奉獻和合作正帶來更高的效率。
在近幾年，加利福尼亞州南部地區已經在建築規範、疏散程序和新技術的引入上有所改善提高。“我對我們已見證的進步有着深刻的印象，”加利福尼亞州南部的律師蘭迪雅克布說道，他曾不得不撤出他的家和生意以逃離森林大火。“儘管由森林大火引起的損失還將持續，但我們不會像過去那樣蒙受生命損失，因爲火災預防和消防措施已經到位。”他說道。
Test 4 Passage 2參考譯文：
第二種天性
人們的性格不是必然被設定在一種基調上。通過一個小小的實驗，一個人就可以重新塑造他的牌氣或者點燃激情、樂觀、快樂和勇氣到他們的日常生活中。
A. 心理學家長期以來持有一種觀點，即人們的性格在任何有意義的方式下都不會經受改變，並且人們的主 要性格特點在小時候就已經確定了。但是，研?a href="">咳嗽痹誚袈嗝芄牡匱罷銥梢願謀淶姆椒ā３只鵲男睦硌Ъ乙丫既隙ㄎ頤竊奚偷?4種人類性格特性，例如忠誠、友善。 與此同時，研究人員也在研究爲什麼對於一些人，這樣的品質產生得如此自然。他們在尋找的是爲什麼這些品質發展成習慣的行爲，並且這些行爲決定着我們對這個我們如何對世界作出反饋。好消息是，所有這一切都是可以學習的。
有一些品質沒有比其他品質更難開發，樂觀這個品質就是其中一個。但是，人們想要開發這些品質，要求掌握一系列的技巧，這些技巧五花八門，有時候還讓人很吃驚。例如，你如果想爲你的生活增加更多的快樂和激情，你必須敞開胸懷對待消極的情緒。培養這樣的性格還利於幫助你釋放你所有的潛能。
B. Christopher Peterson, 密西根大學的心理學教授，他認爲：這個證據是有效的，就是說大部分的性格都可以轉變”，他引用了自己的例子來證實這個觀點。他有天生的內向性格，他很早就意識到，作爲一名學者，在演講大廳沉默寡言是災難性的屬性。因此，他開始學習怎樣變得親和，怎樣活躍他的課堂。他說:“我現在外向的行爲是很自然的。”
C. 在發生了一場終止他運動生涯的意外時，David Fajgenbaum也做過相似的性格轉換。 那時他正準備上大學。在大學校園裏，他很快發現除了普通的詢問，學校裏並沒有爲像他那樣正在經受生理恢復和心理沮喪的學生提供服務。 他因此發起了一個提供服務小組去幫助其他的那些和他有着相似境況的人。他對於這樣的情況採取了行動，儘管他自己也在經受傷痛，這是一種積極者的反應。
nne Segerstrom是肯塔基大學的心理學教授，她相信提高樂觀情緒的關鍵是通過培養一個人樂觀的行爲而不是積極的想法。 她建議人們應該訓練自己去關注那些美好的事情並且記錄下每天發生的三件美好的事情。這樣做有助於自己說服自己讓人開心的事情每時每刻都在發生，也更加容易使你採取實際的行動(去做積極的事情)。
E. 你可以通過一個人深深投入到一項工作中意識到一個人是充滿激情的。Tanya Streeter的激情就是自由的潛水——這是一種沒有其他任何的氧氣筒或者其他的呼吸裝備的潛水運動。她於1998年(開始這項運動)，她創造了九項世界紀錄並且可以在水裏憋氣六分鐘。對於這項運動，生理上的要求相當嚴格，但是心理上的要求更加可以使人崩潰。Streeter通過判斷自己身體和心理可以承受的程度，學習瞭如何去解除她的恐懼。她說：“作爲一個充滿競爭意識的自由潛水者，在職業生涯中始終存在一個侷限我的事物，但是它不是像我想象的那樣無處不在地出現。”
F. 尋找一項可以使人們興奮的工作會提高任何人的生活質量。儘管南加州大學的心理學家Paul Silvia宣稱，人們消耗激情的祕密就在於“他們需要自律，刻苦工作和能力，這就是爲什麼激情如此有價值”。心理學家Todd Kashdan提供了這類的建議給人們去獲取這些新的激情。他說：“作爲一個新人，你通常需要去忍受並嘲笑自己的無知。你必須接受那些消極的情緒。”
G. 在2004年，醫學科學家Mauro Zappaterra開始在哈佛大學醫學院開展他的博士學位的研究。不幸的是，他相當痛苦，因爲他的研究與他所好奇的關於治療相關疾病的方法不相符合。最終他在Santa Fe 休息了一段時間，在這八個月的時間裏，Zappaterra學到一種沒有在哈佛學過的可替代的治療技術。當他回來的時候，他改變了他的實驗項目，轉而研究腦脊髄液是如何滋養神經系統的發展。他也發誓要在一切事物中，包括失敗中，尋找快樂。因爲失敗可以幫助他了解自己的研究和他自身。
有一種事物可以把我們的快樂追回，這就是人們專注於避免失敗，而不是希望可以把一件事情做得好。 Kashdan解釋道：“專注讓自己處在安全地帶可能會阻止你達到你的目標。”例如你是希望在不使自己尷尬的情況下參加一頓應酬?還是在想這段談話會有多麼吸引人?
H. 通常來說，我們認爲勇氣屬於生理上的專有名詞，但是普通的生活要求更多。對於市場主管Kenneth pedeleose而言，這意味着要揭露與他的道德價值觀背道而馳的行爲。一個新上任的經理恐嚇員工，Pedeleose明知自己的事業會遭到威脅，仍仔細地錄下他每次作惡的片段，並且最終將證據交給高級主管。最終，這個新來的經理就是那個被開除的人。根據一位來自克萊姆森大學的心理學家Cynthia Pury的觀 點，Pedeleose的故事證明了一個觀點，這個觀點就是勇氣不是被無畏所激發，而是通過道德責任所激發。Pury還認爲人們可以獲得勇氣。許多她的學生說到，當他們遇到具有冒險性的情況時，他們首先嚐試使自己冷靜，然後尋找辦法緩解遇到的危機，就像Pedeleose所做的通過記錄他的行爲一樣。
通過很長的一段時間，獲取一個新的性格特點可能會幫助你成爲一個你想要成爲的人。在短時間內，它的效果會有讓人意想不到的價值，這是一種內心世界的探險之旅。
Test 4 Passage 3參考譯文：
進化反向進行
進化不應該反向進行，但是越來越多的例子表示確實可以如此而且進化反向有時候展示着一個物種的未來。
把任何動物當作一種返祖現象的描述是帶有爭議性的。在一個世紀的大部分時間裏，大多數生物學家不願意用反向進化等這些詞，他們銘記着一個進化原則即“進化是不可以反向進行的。”但越來越多的相關例子爲人知曉，同時出現了現代遺傳學，這些都表明原則正不得不被改寫。反向進化不單單變得有可能，它們還有時候在進化的未來發展上扮演着重要的角色。
一個反向進化的術語爲“返祖現象”，該詞來自拉丁語atavus，意思是“祖先” 。該詞有一個不好的含義，這絕大部分得歸功於Cesare Lombroso， 他是一位19世紀的意大利軍醫，他主張犯人是天生的而不是後天養成的，而且犯人可以通過一些身體特徵被識別，而這些特徵是亞人類特徵的再現。
當Lombroso在觀測犯人時，一位比利時的古生物學家Louis Dollo正在研究化石記錄並得出了相反的結論。在1890年，他提出進化是不可以逆轉的：“一個有機體不能夠迴轉到之前它的祖先已經實現了的階段，哪怕只是一部分。”在20世紀早期，生物學家得出一個相似的結論，即儘管他們認同返祖現象的可能性，並表示沒有理由證明爲什麼進化不能被反向運行，但他們就是認爲發生的可能性極小。所以進化的不可逆性這一觀點的研究停住了，並被稱爲“多洛氏法則”。
如果多洛氏法則是正確的，返祖現象就算真的有，應該也很少發生。然而，幾乎自這種想法產生起，就已經出現特例了。比如，在1919年，一頭座頭鯨在加拿大溫哥華島被捕獲，它帶有一雙長達1 米、像腳的附肢，且有着一套完整的肢骨。探險家Roy Chapman Andrews在那時表明這頭鯨一定是某種陸地生活的祖先動物的反向進化結果。“我想不到任何其他的解釋。”他在1921年寫道。
自從那時起，很多其他的例子已被發現，所以進化是不可逆轉的這種觀點再也無法成立了。這同時產生了一個困惑：消失了幾千萬年的特徵是如何能重新出現的?在1994年，美國印第安納大學的Rudolf Raff和他的同事決定採用遺傳學研究使得進化逆轉增加一定的可能性。他們論證到一些進化過程中因包含了基因丟失的情況而無法逆轉，而另一些進化過程或是因爲基因的閉合。如果這些休眠基因以某種方式再次激活，他們表示，生物長時間丟失的特徵可以重現。
Raff的團隊繼續計算進化逆轉發生的可能性。休眠基因隨機突變次數增加，他們推理到，這最終會導致休眼基因失效。那麼，如果一個基因長期不被使用，它能在一個物種中存活多長時間呢?該團隊計算出休眠基因很可能存在於一個物種的某些個體中，可存活高達六百萬年，甚至有的可以存活一千萬年。換句話說，進化逆轉是可能的，但這僅相對於較近期的進化史而言。
作爲一個可能成爲例證的事件，團隊列舉了墨西哥和加利福尼亞的鼴鈍口螈。像大多數的兩棲類動物一樣，這種生物以幼小的蝌蚪狀開始他們的生命，然後變形成成年的狀態——除了其中一個種類，蠑螈，它們通常會以它的幼年形態一直生活下去。最簡單的解釋就是蠑螈血統一直喪失了變形的能力，但是其他種類還保持着這樣的能力。然而，從對鼴鈍口螈的血緣譜的詳細分析來說，這是一個明顯的事實，其他血統的鼴鈍口螈都是從一個本身已經失去變形能力的祖先那裏進化而來的。換句話說，變形在鼴鈍口螈之中就是一種返祖現象。鼴鈍口螈的例子與Raff的100萬年的學說框架相符合。
然而，已知的更近的報道說明這個時間界限被打破，它指出了休眠基因不完全是全部的解釋。在去年發表的一篇文幸中，耶魯大學的生物學家Gunter Wagner彙報了一些關於南美蜥蜴Bachia進化史研究的工作。 它們中的一些擁有非常小的肢節;有一些看起來更像蛇而非蜥蜴;有一些完全失去了後肢的趾頭。然而，其他的種類則彰顯出了後肢的四個趾頭。最簡單的解釋就是這些有趾的蜥蜴品種從沒有失去過趾頭，但Wagner並不認同。根據他對Bachia的族譜的區別，有趾的物種從它們無趾的祖先進化而成，更有甚者，腳趾的消失和產生在過去的數百萬年間發生過不止一次。
因此，到底發生了什麼?其中一個可能性就是這三種特性只是失去了，之後又簡單地重現。這就像相似的結構可以獨立地產生在沒有血緣關係的物種中，就像鯊魚和殺人鯨的背部的鰭一樣。另一種更加有吸引力的可能性是那些用來生長趾頭的基因信息在蜥蜴上存活了幾百或者是幾千萬年，並且這種基因信息被重新激活了。這些返祖性的特徵提供了一種優勢，這種優勢適用於所有物種，能有效地進行進化逆轉。
但是，如果休眠基因在60萬到100萬年內退化，這種長時間消失的特性是怎樣在這麼長的時間範圍內被重新激活的?這個答案也許在子宮裏面可以被找到。 許多物種早期的胚胎形成了祖先的特性。例如蛇的胚胎萌發出後肢的肢芽。這些特性在後期發展中由於某些進化模式而消失了，該程式可能導致“腿部消失”。如果因爲任何原因這些事情沒有發生，祖先的種.種特性也許就不會消失，從而導致返祖現象。
劍橋雅思閱讀10原文解析(test4)
Passage 1
Question 1
參考譯文： 風向的運動：____更加無法預測。
難度及答案：難度低;答案爲spread
關鍵詞：movement
定位原文： 第 1 段最後1句“The wildfire themselves... than in the past” 專家表示，總的來說， 現在的森林大火比過去溫度更高，蔓延的得更快，擴散蹤跡更爲飄忽不定。
解題思路： 原文中erratically與題目中unpredictably屬於同義替換，因此spread爲movement的特點。
Question 2
參考譯文：火勢的大小，比過去20年前平均大了_____。
難度及答案： 難度低;答案爲10/ten times
關鍵詞： size of fires
定位原文：第 2 段第 1 句“…10 times the size of average...20 years ago.” 這種大火燒燬的土地面積相當於20年前一般森林大火破壞面積的10倍。
解題思路：原文中 10 times the size of average 與題目中 greater on average than 屬於同義替換，因此應當填入10/ten times。
Question 3
參考譯文：降水：____平均值。
難度及答案：難度低;答案爲below.
關鍵詞： rainfall
定位原文： 第3段第1句“One explanation for the trend to…in many recent years.” 關於頻發超級火災這—趨勢，其屮-個解釋便是該地區通常夏天干燥，且近幾年降水遠遠低於正常水平。
解題思路：原文中 precipitation、normal 與題目中 rainfall 、average 分別屬於同義替換，因此應當填入below。
Question 4
參考譯文： 更多的灌木叢被用於_____
難度及答案：難度低;答案爲fuel
關鍵詞： brush
定位原文： 第 3 段最後1句話 “The unintentional consequence... primary fuel for megafires.”由此產生了無意識的後果，中斷了灌木叢自然的根除過程，現在致使灌木叢成爲特大火災的主要燃料。
解題思路：根據原文可知brush的特性，原文underbrush與題目中brush屬於同義替換. 因此空格應填入fuel。
Question 5
參考譯文： 擴大的火災____
難度及答案： 難度低;答案爲seasons
關鍵詞： extended fire
定位原文： 第 4 段第 3 句 “Second is fire seasons that... 20 years ago.” 第二點是火險季節相比20年前平均延長了78天。
解題思路： 根據原文可知有什麼東西在過去的20年裏變長了。因此答案爲seasons。
Question 6
參考譯文： 更多的______建在容易着火的區域。
難度及答案： 難度低;答案爲homes/housing
關鍵詞： more building
定位原文： 第 4 段最後一句 “Third is increased construction of homes...” 第三，是在多樹地區，房屋的不斷擴建。
解題思路： 根據原文可知homes變多了，因此可以填入homes/housing。
Question 7
參考譯文： 在加利福尼亞州的空曠土地的數量在過去的十年裏已經減少了很多。
難度及答案： 難度中等;答案爲TRUE
關鍵詞： open space 、diminished
定位原文： 第6段第1句“In California, where…built.”至少十多年來，加利福尼亞州平均每年增加60多萬人口，越來越多的住宅正在建造當中。
解題思路： 原文中有a decade對應題目問的last ten years，且原文提到有更多的住房被建造，與題目中space屬於同義替換，因此答案爲TRUE。
Question 8
參考譯文： 很多專家認爲加利福尼亞州的滅火準備工作沒有進展。
難度及答案： 難度中等;答案爲FALSE
關鍵詞： many experts 、 little progress
定位原文： 第 7 段第 1 句 “That said many... killed numerous people.” 據稱，有史以來最大的幾場火災烤焦了成千上萬英畝的土地， 燒燬了數以萬計的房屋， 燒死大量的居民之後，許多專家給予了加利福尼亞州相當高的評價，因其近幾年來在消防準備工作中取得的進步。
解題思路： 根據關鍵詞定位至第7段，找到experts的態度，experts的態度爲high marks on making progress on preparedness，因此與題目不符合，爲 FALSE。
Question 9
參考譯文： 消防工作人員過去被指責錯誤地處理火災。
難度及答案： 難度難;答案爲TRUE
關鍵詞： personnel 、 criticize for mishandling fire containment
定位原文： 第 7 段最後一句 “Stung in the past…previously，observers say.” 觀察家們表示這些火災本該受到控制卻依舊蔓延開來，相關部門過去被嚴厲指責爲工作不力。如今，他們正面臨着來自周邊地區和峽谷的前所未有的巨大挑戰。
解題思路： 該題難點在於對應原文爲長難句，通過對對應原文的解讀，可知題幹所描述內容與原文相符，因此爲TRUE。
Question 10
參考譯文：加利福尼亞已經更換了一批消防用具。
難度及答案：難度中等;答案爲TRUE
關鍵詞： arrange of firefighting tools
定位原文： 第 8 段第 1 句 “State promises to provide…fulfilled.” 州政府已經實現了關於提供更多先進的消防車、飛機和直升機以對抗火災的承諾。
解題思路： 通過對應原文可知，題幹所描述事件正確因此爲true。
Question 11
參考譯文： 已經僱傭了更多的消防人員來提高處理火災的能力。
難度及答案： 難度中;答案爲NOT GIVEN
關鍵詞： More firefighters
定位原文：無
解題思路： 因爲原文中無法找到題幹所描述的事件，因此答案爲NOT GIVEN。
Question 12
參考譯文：居民和政府組織不同意不同的州和社會組織之間的合作-
難度及答案： 難度中等;答案爲FALSE
關鍵詞：disapprove 、 working together
定位原文： 第 8 段第 3 句 “We are pleased that…of the firefighters union.” “我們很高興現任加利福尼亞州的行政部門.非常積極主動地支持我們，同時已經通過了我們渴望已久的、滿足基礎設施需求的預算支持方案。”消防隊聯盟的麥克黑爾先生表示。
解題思路： 根據對應原文，發現居民和政府對於州際之間聯合是proactive的態度，而是題幹中所說的disapprove，因此爲FALSE。
Question 13
參考譯文：Randy Jacobs認爲因爲火災而失去生命的人的數量不會改變，儘管(在救火能力上)已經有了改變。
難度及答案： 難度中等;答案爲FALSE
關鍵詞： Randy Jacobs、the same level.
定位原文： 第 10 段最後—句 “Notwithstanding all the damage.., he says.” “儘管由森林 大火引起的損失還將持續，但我們不會像過去那樣蒙受生命損失了，因爲火災預防和消防措施已經到位。”他說道。
解題思路： 由原文可知we will no longer suffer... endured in the past.題幹描述與之不符, 因此爲FALSE。
Passage 2
Questions 14-15
參考譯文：傳統意義上，心理學家認爲人的性格是不可能____並且在一個人_____時候，性格就已經定型了。
難度及答案：難度低;答案爲 transformation/change; young age
關鍵詞：第1空的關鍵聞爲traditionally believe、impossible;第二空的關鍵詞爲person's character tend to be fixed.
定位原文：A 部分第 1 段第 1 句 “Psychologists have long…a very young age.” 心理學家 長期以來持有一種觀點，即人們的性格在任何有意義的方式下都不會經受改變， 並且人們的主要性格特點在小時候就已經確定了。
解題思路：根據對應原文發現原文有兩個分句剛好對應題目的兩個空格，從and前的分句中 cannot undergo 對應 impossible, 因此第 1 個空格爲 transformation 從第2空格句中發現空格前有定冠詞“a”，且traits of personality對應person's characteristics，determined 對應 fixed，因此第 2 空爲 young age。
Questions 16
參考譯文： 其中一個最容易獲得的品質是___。
難度及答案： 難度高;答案爲optimism
關鍵詞： the easiest qualities
定位原文： A部分第2段第1句“Some qualities... of them.”有一些品質沒有另一些品質如此難以開發，樂觀這個品質就是其中一個。
解題思路： 從對應原文中找到比較級，原文中出現比較級的部分一般爲考點。文中指出有一些品質沒有另外一些品質那麼難養成，樂觀(optimism)就是其中一個，與 one of the easiest 對應，此空格填 optimism。
Questions 17
參考譯文： 但是，不管是哪種品行，人們都有必要學習各種各樣的______以發展新的品行。
難度及答案： 難度中等;答案爲skills/techniques 。
關鍵詞：learn、 a wide variety of
定位原文： A部分第2段第2句“However, developing sometimes surprising.”但是，人們想要開發這些品質要求掌握一系列的技巧，這些技巧五花八門，有時候還可能讓人很吃驚。
解題思路： 原文中的learn、a range of與題目中master、a wide variety of 分別爲同義替換，因此此空可填 techniques/skills。
Questions 18
參考譯文： 例如，一個人必須要明白和感受一些_____.目的是提高他們的快樂程度。
難度及答案： 難度中等;答案爲 negative emotions/feelings
關鍵詞： understand and feel 、 increase their happiness
定位原文： A部分第2段第3句“For example, to bring more…emotions.” 例如，你如果想爲你的生活增加更多的快樂和激情，你必須敞開胸懷對待消極的情緒。
解題思路： 原文中 bring more joy and passion in my life、experience 與題幹中 increase their happiness、understand and fed分別屬於同義替換。因此，本題答案爲 negative, emotion。
Questions 19
參考譯文： 他們必須接受這個事實，即人們在第一次嘗試一些新事物的時候知道的不多。
難度及答案：難度高;答案爲E
關鍵詞： accept、 first trying something new
定位原文： F 部分第 3，4 句 “Psychologist Todd Kashdan has this…he says.” 心理學家 Todd Kashdan提供了這類的建議給人們去獲取這些新的激情。他說：“作爲一個新人，你通常需要去忍受並嘲笑自己的無知。你必須接受那些消極的情緒。”
解題思路： 在對應原文中找到Kashdan的態度，原文中own ignorance、accept與題幹中 they do not know、tolerate and laugh at your own 分別屬於同義替換，因此此題配對E項。
Question 20
參考譯文： 去主動留意美好的事情對一個人是很重要的。
難度答案： 難度高;答案爲C
關鍵詞： actively notice、 good things happen
定位原文： D段第2句“She recommends you about each day.”她建議人們應該訓練自己去關注那些美好的事情並且記錄下每天發生的三件美好的事情。這樣做有助於自己說服自己讓人開心的事情每時每刻都在發生，也更加容易使你採取實際的行動(去做積極的事情)。
解題思路： 參照對應原文，找到了Segerstrom的態度，原文中train yourselves to pay attention to、positive things that come about each day 與題幹中的actively notice、good things happen分別屬於同義替換，因此此題答案爲C。
Question 21
參考譯文：勇氣是可以學習的，只要人們意識到勇氣源於責任感。
難度及答案：難度高;答案爲G
關鍵詞： courage、 sense of responsibilities
定位原文： H 部分第 I 段第 5 句 “According to Cynthia Pury... obligation.” 根據一位來自克萊姆森大學的心理學會Cynthia Pury的觀點，Pedeleose的故事證明了一個觀點，這個觀點就是勇氣不是被無畏所激發，而是通過道德責任所激發。
解題思路： 參照對應原文，原文中moral obligation與題幹中sense of responsibilities屬於同義替換，且由原文中可知courage是obligation產生的，因此此題答案爲G。
Question 22
參考譯文： 當面對需要在公衆面前演講的需求時，害羞是可以被克服的。
難度及答案：難度中等;答案爲A
關鍵詞： overcome shyness、speak in public
定位原文： B部分第3句“So he learned to be…his classes.”因此，他開始學怎樣變得親和， 怎樣活躍他的課堂。
解題思路： 根據對應原文，原文中 be more outgoing、entertain his classes 與題幹中 overcome shyness、speak in the public分別屬於同義替換，因此本題答案爲A。
Question 23
參考譯文：提到了關於提到如何理性的思考，從而達到生理上的目標。
難度及答案：難度中等;答案爲E
關鍵詞：rational thinking、physical goals
定位原文： E 部分第 5 句 “Streeter learned to untangle... and mind could do.” Streeter 通過判斷自己身體和心理可以承受的程度，學習瞭如何去解除她的恐懼。
解題思路： 題幹中rational thinking對應原文learn to untangle her fears，原文全句表達了 Streeter戰勝了她心理上和生理上的恐懼，達到了自己的目標，即爲題幹中的 physical goals，因此此題匹配E段。
Question 24
參考譯文：解釋一個人是如何克服悲傷的心情的經歷。
難度及答案： 難度中等;答案爲C
關鍵詞：overcome a sad experience
定位原文： C部分全文，再發生了一場終止他運動生涯的意外時，David Fajgenbaum也做過相似的性格轉換，那時他正準備上大學。在大學校園裏，他很快發現：除了普通的詢問，學校裏並沒有爲像他那樣正在經受生理恢復和心理沮喪的學生提供服務。 他因此發起了一個提供服務小組去幫助其他的那些和他有着相似境況的人。他對於這樣的情況採取了行動，儘管他自己也在經受運傷痛，這是一種積極者的反應。
解題思路： C段全文在描寫David Fajgenbaum在事故之運如何以一種樂觀的心態面對已經積極的幫助他人的。因此匹配C段。
Question 25
參考譯文： 描述一個人如何決定去重新思考自己的學術研究之路。
難度及答案： 難度高;答案爲G
關鍵詞： rethink their academic career path
定位原文： G部分第1段，在2004年，醫學科學家Mauro Zappaterra開始在哈佛大學醫學院開展他的博士學位的研究。不幸的是，他相當痛苦，因爲他的研究與他所好奇的關於治療相關疾病的方案不相符合。最終他在Santa Fe休息了一段時間，在這八個月的時間裏，Zappaterra學到一種沒有在哈佛學過的可替代的治療技術。當回來的時候，他改變了他的實驗項目，轉而研究腦脊髓液是如何滋養神經系統的發展。他也發誓要在一切事物中，包括失敗中，尋找快樂。因爲失敗可以幫助他了解自己的研究和他自身。
解題思路： G段描述了 Zappaterra這個人從事的研究方向。從G段第四句描述了 Zappaterra 轉變了自己的研究方向，因此該題匹配G段。
Question 26
參考譯文：舉例說明一個人出於責任感不惜以自己的事業作爲代價.
難度及答案; 難度中等;答案爲H
關鍵詞： risked his career、sense of duty
定位原文： H部分第 1 段第 3 句“ The new manger was intimidating d be threatened.” 一個新上任的經理恐嚇員工，Pedeleose明知自己的事業會遭到威脅，仍仔細地錄下他每次作惡的片段，並且最終將證據交給高級主管。
解題思路： 原文以Pedeleose爲例，講述他出於道義舉報領導的不良行爲的事蹟。文中的 his own job security would be threatened 與題目中的 risked his career屬於同義替換。
Passage 3
Question 27
參考譯文： 當討論Louis Dollo的理論時,作者說____
難度及答案：難度中等;答案爲C。
關鍵詞： Louis Dollo
定位原文： 第3段第2, 3句“In 1890...”在1890年，他提出進化是不可以逆轉的：“一個有機體不能夠迴轉到之前它的祖先已經實現了的階段，哪怕只是一部分。” 在20世紀早期，生物學家得出一個相似的結論，即儘管他們認同返祖現象的可能性，並表示沒有理由證明爲什麼進化不能被反向運行，但他們就是認爲發生的可能性極小。
解題思路： 根據關鍵詞Louis Dollo定位至第3段，得知他提出進化是不可逆轉的，可是20世紀的時候，生物學家認爲沒有原因不可逆轉，也就是進化是可逆轉的。所 以是答案C。
Question 28
參考譯文： 文中提到在Vancouver島附近捉到的座頭鯨，因爲_____。
難度及答案： 難度低;答案爲D
關鍵詞： humpback whale、vancouver
定位原文： 第4段前4句“If Dollo’s...”如果多洛氏法則是正確的，返祖現象就算真的有， 應該也很少發生。然而，幾乎自這種想法產生起，就已經出現特例了。比如， 在1919年，一頭座頭鯨在加拿大溫哥華島被捕獲，它帶有一雙長達1米、像腳的附肢，且有着一套完整的肢骨。探險家Roy Chapman Andrews在那時表明這頭鯨魚一定是某種陸地生活的祖先動物的反向進化結果。
解題思路： 原文中對於座頭鯨的特徵有詳細的描述，爲什麼長成這個樣子也做出瞭解釋，說是一種反向進化的結果。所以選擇D。
Question 29
參考譯文： 關於“休眠基因”有何描述?
難度及答案： 難度低;答案爲C
關鍵詞： silent genes
定位原文： 第5段最後一句“If these...”如果這些休眠基因在以某種方式再次激活，他們表示，生物長時間丟失的特徵可以重現。
解題思路： 關鍵詞silent genes 在原文中重現。long-lost traits 替換了 certain characteristics，原文中的 reappear替換了 re-emergence。
Question 30
參考譯文： 作者提到鼴鈍口螈，因爲_____
難度及答案： 難度中等;答案爲B
關鍵詞： mole salamander
定位原文： 第7段第1句及最後—句“As a possible example...”作爲一個有可能例證的事件， 團隊列舉了墨西哥和加利福尼亜的鼴鈍口螈。鼴鈍口螈的例子與Raff的1000萬年的學說框架相符合。
解題思路： 找到mole salamander這個例子並不難，難度在於解題點在這段的最後一句話， 距離有點遠而已。原文最後一句fits With與選項B中的correct屬於同義替換c。證明Raff的理論是正確的。
Question 31
參考譯文： 下面哪一個是Wagner的理論?
難度及答案：難度低;答案爲A
關鍵詞： Wagner
定位原文： 第8段第2句到段尾“In a paper...”在一個去年發表的文章中，耶魯大學的生物學家Gunter Wagner彙報了一些關於南美蜥蜴Bachia進化史研究的工作。 它們中的一些擁有非常小的肢節;有一些看起來更像蛇而非蜥錫;有一些完全失去了後肢的趾頭。然而，其他的則彰顯出了後肢的四個趾頭。 最簡單的解釋就是這些有趾的蜥蜴品種從沒有失去過趾頭，但Wagner並不認同。根據他對 Bachia的族譜的區別，有趾的物種從它們無趾的祖先進化而成，更有甚者，腳趾的消失和產生在過去的數百萬年間發生過不止一次。
解題思路： 根據關鍵詞Wagner定位至第8段。最後一句中的re-evolved、loss and gain和 occurred on more than one occasion 與選項 A 中的 lost and regained several times屬於同義替換。
Question 32
參考譯文： 很長一段時間，生物學家都拒絕____。
難度及答案： 難度低;答案爲F
關鍵詞： for a long time、biologist、rejected
定位原文：第1段第2句“For the better part…”在一個世紀的大部分時間裏，大多數生物學家不願意用反向進化等這些詞，他們銘記着一個進化原則即“進化是不可以反向運行的”。
解題思路： 這個題不難，原文中for the better part of a century替換了 for a long time，原文中reluctant 替換了 rejected。
Question 33
參考譯文： 對於返祖進化持有相對立的觀點代表有_____。
難度及答案： 難度低;答案爲G
關鍵詞： opposing views
定位原文： 第3段第1句“While Lombroso...”當Lombroso在觀測犯人時，一位比利時的古生物學家Louis Dollo正在研究化石記錄並得出了相反的結論。
解題思路： 根據關鍵詞opposing views定位到第3句opposite condusion，句話裏的兩個人的意見是相反的。
Question 34
參考譯文： 反向進化的例子導致了____。
難度及答案： 難度中等;答案爲A
關鍵詞： examples 、 led to
定位原文： 第5段前兩句“Since then...”自從那時起，很多其他的例子已被發現，所以進化是不可逆轉的這種觀點再也無法成立了。這同時產生了困惑：消失了幾千萬年的特徵是如何能重新出現的?
解題思路： 關鍵詞examples中原文中重現。原文中propose與題目中led to屬於同義替換， 原文中 characteristics that disappeared millions of years ago 與選項 A 中 long?est traits 也屬於同義替換。
Question 35
參考譯文： 提到鯊魚和虎鯨是爲了_____.
難度及答案： 難度低;答案爲B
關鍵詞： shark、killer whale
定位原文： 倒數第2段第2句“One possibility is…”其中一個可能性就是這三種特性只是失去了，之後又簡單地重現。這就像相似的結構可以獨立地產生在沒有血緣關係的物種中，就像鯊魚和虎鯨的背部的鰭一樣。
解題思路： 根據關鍵詞定位至倒數第2段。原文中similar structures替換了選項B中的particular feature，原文中 unrelated species 替換了選項 B 中的 different species。
Question 36
參考譯文：Wabner 的研究成果的解釋之一是____.
難度及答案： 難度低;答案爲D.
關鍵詞： explanation finding、Wagner
定位原文： 倒數第2段第3句‘Another more...” 另一種更加有吸引力的可能性是那些用來生長趾頭的基因信息在蜥蜴上存活了幾百或者是幾千萬年，並且這種基因信息被重新激活了。
解題思路： 倒數第2段講了 Wagner的發現。原文中的possibility與題目中的explanation 屬於同義替換。原文中survive與選項D中continued existence屬於同義替換。
Question 37
參考譯文： Wagner是第一個做南美洲蜥蜴研究的人。
答案及難度： 難度低;答案爲NOT GIVEN .
關鍵詞： Wagner 、south American lizards
定位原文： 第8段第2 句 “In a paper...” 在一個去年發表的文章中，耶魯大學的生物學家 Gunter Wagner彙報了一些關於南美蜥蜴Bachia進化史研究的工作。
解題思路： 在文中並沒有提到Wagner是否是第一人，所以未提及。
Question 38
參考譯文： Wagner相信有趾頭的Bachia撕錫，其祖先並沒有趾頭。
難度及答案: 難度低; 答案爲YES
關鍵詞： Bachia lizards，toeless、ancestors
定位原文： 第8段最後兩句“The simplest.,”最簡單的解釋就是這些有趾的蜥蜴品種從沒有失去過趾頭， 但Wagner並不認同。根據他對Bachia的族譜的區別，有趾的物種從它們無趾的祖先進化而成，更有甚者，腳趾的消失和產生在過去的數百萬年間發生過不止一次。
解題思路：關鍵詞Bachia和toeless在文中重現，根鋸Wagner的調查.它們是從toeless ancestors進化來的;文中內容與題目一致。
Question 39
參考譯文： 胚胎時期，短暫出現了消失很久的特點的這種情況是非常少見的。
難度及答案： 難度低;答案爲NO。
關鍵詞： embryos
定位原文： 最後1段第3句話 “Early embryos...”許多物種早期的胚胎髮展出了祖先的特性。
解題思路： 關鍵詞embryos在文中重現。原文中說這種現象存在於許多物種中(many species),可是題目說這個現象非常少見(rare)，所以很明顯矛盾。其中，原文中ancestral features與題目中long-lost trails 屬於同義替換。
Question 40
參考譯文： 反向進化可能是由於子宮內的發展問題
難度及答案： 難度低;答案爲YES
關鍵詞： womb、developmental
定位原文： 最後1段最後兩句“Later in development...”這些特性在後期發展中由於某些進化程式消失了，該程式可能導致“腿部的消失”。如果因爲任何原因這些事情沒有發生，祖先的種.種特性也許就不會消失，導致返祖現象。
解題思路： 根據關鍵間womb和developmental定位至最後一段。 原文中thanks to 中caused by屬於同義替換。最後一句說，如果發展的過程沒有進行的話，那麼就會造成返祖現象，與題目一致，所以答案爲YES。
