劍橋雅思閱讀7test1原文翻譯及答案

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劍橋雅思閱讀7test1原文

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

Let’s Go Bats

A Bats have a problem: how to find their way around in the dark. They hunt at night, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making, one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals. In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night. Only after the mysterious mass extinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers.

B Bats have an engineering problem: how to find their way and find their prey in the absence of light. Bats are not the only creatures to face this difficulty today. Obviously the night-flying insects that they prey on must find their way about somehow. Deep-sea fish and whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water. Plenty of other modern animals make their living in conditions where seeing is difficult or impossible.

C Given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? The first one that might occur to him is to manufacture light, to use a lantern or a searchlight. Fireflies and some fish (usually with the help of bacteria) have the power to manufacture their own light, but the process seems to consume a large amount of energy. Fireflies use their light for attracting mates. This doesn’t require a prohibitive amount of energy: a male’s tiny pinprick of light can be seen by a female from some distance on a dark night, since her eyes are exposed directly to the light source itself. However, using light to find one’s own way around requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. The light source must therefore be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event, whether or not the reason is the energy expense, it seems to be the case that, with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about.

D What else might the engineer think of? Well, blind humans sometimes seem to have an uncanny sense of obstacles in their path. It has been given the name ‘facial vision’, because blind people have reported that it feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could ride his tricycle at good speed round the block near his home, using facial vision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb. The sensation of facial vision, it turns out, really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example to measure the depth of the sea under a ship. After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines. Both sides in the Second World War relied heavily on these devices, under such codenames as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.

E The Sonar and Radar pioneers didn’t know it then, but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier, and their ‘radar’ achieves feats of detection and navigation that would strike an engineer dumb with admiration. It is technically incorrect to talk about bat ‘radar’, since they do not use radio waves. It is sonar. But the underlying mathematical theories of radar and sonar are very similar, and much of our scientific understanding of the details of what bats are doing has come from applying radar theory to them. The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation’ to cover both sonar and radar, whether used by animals or by human instruments.

Questions 1-5

Reading Passage 1 has five paragraphs, A-E.

Which paragraph contains the following information?

Write the correct letter, A-E, in boxes 1-5 on your answer sheet.

NB You may use any letter more than once.

1 examples of wildlife other than bats which do not rely on vision to navigate by

2 how early mammals avoided dying out

3 why bats hunt in the dark

4 how a particular discovery has helped our understanding of bats

5 early military uses of echolocation

Questions 6-9

Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in boxes 6-9 on your answer sheet.

Facial Vision

Blind people report that so-called ‘facial vision’ is comparable to the sensation of touch on the face. In fact, the sensation is more similar to the way in which pain from a 6……………arm or leg might be felt. The ability actually comes from perceiving 7……………through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the 8………………of the seabed. This was followed by a wartime application in devices for finding 9…………………………

Questions 10-13

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 10-13 on your answer sheet.

10 Long before the invention of radar, …………… had resulted in a sophisticated radar-like system in bats.

11 Radar is an inaccurate term when referring to bats because………… are not used in their navigation system.

12 Radar and sonar are based on similar ………… .

13 The word ‘echolocation’ was first used by someone working as a ……… .

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pages.

Questions 14-20

Reading Passage 2 has seven paragraphs, A-H.

Choose the correct heading for paragraphs A and C-H from the list of headings below.

Write the correct number, i-xi, in boxes 14-20 on your answer sheet.

List of Headings

i Scientists’ call for a revision of policy

ii An explanation for reduced water use

iii How a global challenge was met

iv Irrigation systems fall into disuse

v Environmental effects

vi The financial cost of recent technological improvements

vii The relevance to health

viii Addressing the concern over increasing populations

ix A surprising downward trend in demand for water

x The need to raise standards

xi A description of ancient water supplies

14 Paragraph A

Example Answer

Paragraph B iii

15 Paragraph C

16 Paragraph D

17 paragraph E

18 paragraph F

19 paragraph G

20 paragraph H

MAKING EVERYDROP COUNT

A The history of human civilisation is entwined with the history of the ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.

B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.

C Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.

D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers_are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national and even international tensions.

_underground stores of water

E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.

F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has diminished over the past two decades. Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, demand has actually fallen.

G What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons_of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) — almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980.

H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.

Questions 21-26

Do the following statements agree with the information given in Reading Passage 2?

In boxes 21-26 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

21 Water use per person is higher in the industrial world than it was in Ancient Rome.

22 Feeding increasing populations is possible due primarily to improved irrigation systems.

23 Modern water systems imitate those of the ancient Greeks and Romans.

24 Industrial growth is increasing the overall demand for water.

25 Modern technologies have led to a reduction in domestic water consumption.

26 In the future, governments should maintain ownership of water infrastructures.

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.

EDUCATING PSYCHE

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.

Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details — the colour, the binding, the typeface, the table at the library where we sat while studying it — than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.

This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.

The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.

Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.

Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.

Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.

While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning.

Questions 27-30

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 27-30 on your answer sheet.

27 The book Educating Psyche is mainly concerned with

A the power of suggestion in learning.

B a particular technique for learning based on emotions.

C the effects of emotion on the imagination and the unconscious.

D ways of learning which are not traditional.

28 Lozanov’s theory claims that, when we try to remember things,

A unimportant details are the easiest to recall

B concentrating hard produces the best results.

C the most significant facts are most easily recalled.

D peripheral vision is not important.

29 In this passage, the author uses the examples of a book and a lecture to illustrate that

A both of these are important for developing concentration.

B his theory about methods of learning is valid.

C reading is a better technique for learning than listening.

D we can remember things more easily under hypnosis.

30 Lozanov claims that teachers should train students to

A memorise details of the curriculum.

B develop their own sets of indirect instructions.

C think about something other than the curriculum content.

D avoid overloading the capacity of the brain.

Questions 31-36

Do the following statements agree with the information given in Reading Passage 37

In boxes 31-36 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

31 In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.

32 Prior to the suggestopedia class, students are made aware that the language experience will be demanding.

33 In the follow-up class, the teaching activities are similar to those used in conventional classes.

34 As an indirect benefit, students notice improvements in their memory.

35 Teachers say they prefer suggestopedia to traditional approaches to language teaching.

36 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes.

Questions 37-40

Complete the summary using the list of words, A-K, below.

Write the correct letter, A-K, in boxes 37-40 on your answer sheet.

Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of necessary in order to convince students, even if this is just a 38.............. . Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite 39.............., the results of most other teachers using this method have been 40.............. .

A spectacular B teaching C lesson

D authoritarian E unpopular F ritual

G unspectacular H placebo I involved

J appropriate K well known

劍橋雅思閱讀7原文參考譯文(test1)

TEST 1 PASSAGE 1參考譯文：

走近蝙蝠

A在黑暗中如何找到方向是蝙蝠面臨的一大問題。它們在夜間捕食，而且無法利用光搜尋獵物或躲避障礙物。也許你會說它們天生就是這樣的，只要改變生活習性在白天出來捕食就可以了。但事實上白天的獵物已經被鳥類開發殆盡。鑑於有些生物要在夜間謀生，並且白天的獵物資源都已經被佔用，自然選擇最終使蝙蝠們在夜間捕獵行當裏大顯身手。夜間狩獵羣體的出現可能要追溯到哺乳動物的先祖。在恐龍統治地球白晝的時代，我們的哺乳動物祖先只能想方設法在夜間求得一線生機。直到六千五百萬年前，恐龍神祕地大規模滅絕之後，我們的祖先纔敢成羣結隊地在大白天出沒。

B蝙蝠面臨這一個“工程”方面的問題：那就是在沒有光線的情況下如何辨識方向並尋找獵物。蝙蝠不是當今世界上唯一面臨此問題的物種。顯而易見，蝙蝠所捕食的夜間昆蟲肯定能以某種方式在黑暗中找到方向。深海魚類、鯨等物種無論是白天還是黑夜都幾乎見不到任何光線。生活在渾濁水域中的負和海豚也看不見，因爲即使有光線，也被水中的淤泥阻擋分散開了。現代的許多物種都生活在很難見到光線或者完全黑暗的環境中。

C關於如何在黑暗中巧妙移動這個問題，工程師們會給出怎樣的答案呢?第一個能想到的辦法可能就是要製造光線了，比如用燈籠或者探照燈。螢火蟲和某些魚類可以自己製造光亮(通常是在細菌的幫助下)，但這一過程要耗費很多能能量。螢火蟲用光線吸引配偶，而這一過程並不需要很多能量。暗夜中，雌性螢火蟲遠遠地就可以看見雄性螢火蟲微小的光芒，因爲雌性的眼睛就直接暴露在光源內。然而利用自身的光線尋找方向卻要耗費更多能量，因爲此時生物的眼睛需要探測到通過物體反射回來的微弱光芒。如果要作爲燈光來照亮道路的話，就要求光源比作爲信號燈時明亮許多，無論是不是能設消耗的緣故，事實是，除了一些深海大怪魚之外，絕沒有其他任何一種生物像人類這樣自己製造光源來找尋方向。

D工程師們還能想到什麼呢?比如盲人，他們好像對路上的障礙有着不可思議的直覺。人們把這叫做“面感視覺”，因爲據盲人說感覺到有障礙物的時候就像臉部被觸摸一樣。一則報道稱一位完全失明的男孩能憑藉面感視覺繞着附近街區快速騎三輪車實驗表明面感視覺實際上與“感”和“面”沒有任何關係，儘管這種感覺可能被認爲源自面部正前方，正如幻肢中的牽涉性痛感一樣。事實上，面感視覺是通過耳朵傳輸的。儘管盲人並沒有意識到這一點，但實際生活中他們的確在運用自己的步伐以及其他聲苦的回聲來感覺路上障礙物的存在這個事實沒有被髮觀之前，其實工程師們已經利用這條原理製造了很多設備，比如用回聲來測量船底海洋的深度。在這項技術發明之後，武器製造者很快就將其改良來偵測潛水艇。二戰期間，交戰雙方都充分運用了這些設備，代號分別是英國的Asdic和美國的Sonar以及美國的Radar或是英國的 RDF，後兩者使用了雷達回聲技術而非聲波回聲技術。

E 當時的雷達聲吶技術先驅們毫不知情，但現在所有人都明白了正是蝙蝠，或者說是自然選擇在蝙蝠身上鬼斧神工，早在幾百萬年前就已經使這種技術達到完美境界，而蝙蝠的“雷達”在探測及導航方面取得的完美成果足以讓人類工程師佩服到啞口無言。從技術角度講，說蝙蝠有雷達功能是不準確的，因爲它們並沒有運用無線電波，而只是運用了聲吶系統。但實際上雷達和聲吶的基本原理是非常相似的，而且大多數關於蝙蝠行爲細節的科學理解都是利用雷達理論完成的。美國動物學家Donald Griffin教授第一個發現蝙蝠利用聲吶技術，由此，他創造出了一個新的詞彙：回聲定位。這個詞涵蓋了動物和人類所利用的雷達及聲吶系統。

TEST 1 PASSAGE 2 參考譯文：

節約每滴水

A人類的文明史總是與學習利用水資源的歷史交織在一起的。隨着城鎮規模的不斷擴大，水被從遙遠的源頭引流到城鎮，這促成了水壩和水渠等複雜工程的修建。在羅馬帝國鼎盛時期，人們修建了9條主要水利系統，其疏水管道和污水管道均以革新的方式鋪設，爲城區居民提供用水。當時羅馬城內居民人均用水量和現今工業社會很多地區的人均用水量相當。

B 在19世紀和20世紀工業革命及人口擴張時期，水的需求量集聚增長。此時，出現了史無前例的大型水利工程：這些數以萬計的水利工程旨在防洪，保證清潔水資源的供應，提供足夠的水用於農田灌溉和水力發電，這造福了上千萬人。食品供應能跟上人口劇增主要是由於人工灌溉系統的增長使得世界糧食產量提高了40%。世界上五分之一的電都是通過水力推動渦輪機而產生的。

C 當然我們也要看到事情不足的一面：雖然我們取得了進步，但世界上仍有一半的人口享受的供水服務還比不上古希臘和古羅馬時期。正如聯合國2001年9月在關於飲用水權利的報告中指出的那樣：全世界仍然有超過10億的人口無法獲得乾淨的飲用水，25億人缺乏充足的衛生設施。每天有1~2萬名兒童死於與水相關的各種可預防疾病，而最新證據表明我們解決上述問題的力度還遠遠不夠。

D我們水資源政策的後果遠非僅僅危及人類健康那麼簡單，爲了修建大壩和水庫，上千萬人在未被告知或補償的情況下被迫背井離鄉。超過20%的淡水魚類現在瀕臨威脅或是瀕臨滅絕，原因是修建水庫及水資源開採破壞了它們繁衍生息的天然河流生態系統。有些灌溉系統破壞了土壤的質量，從而導致農業產量下降。在印度、中閏、美國的某些地區以及世界其他地方，地表水含水層正在快速下降，下降的速度已經超出了它們自我更新和補充的能力。而關於水資源如何合理分配的爭議也在不斷導致暴力事件的出現，從而加劇了地區、國家乃至國際間的緊張局勢。

E然而，新千年伊始，資源規劃者關於水資源的思路開始有了改變。焦點慢慢轉回到了保證基本水資源供應和滿足環保需要這兩大當務之急上，將過去“少部分人先用起來”的水資源政策變成了現在的“人人有水用”政策。一些水力專家強調現有的水力設施應該更好地被利用起來，而不是再建新項目——新建水力項目應該被作爲最後一根救命稻草而不是第一要務。這種觀念上的轉變並沒有被普遍接受，相反卻遭到了很多水利建設部門的強烈反對。然而，也許這正是能夠成功解決燃眉之急的唯一出路，確保每個人都有純淨水可喝，有充足的水源用於農業種植，以使人們面授各種與水相關病症的困擾。

F 出人意料的是，人們對水的需求量所幸並沒有像某些人預測的那樣劇增。因此過去20年中，建設新水利項目的壓力也隨之漸漸消退。儘管在發達國家，人口仍然急劇膨脹，工業和經濟依然高速發展，但人們開採地下水和地表水的速度卻減緩了下來。在全球某些地區，人們對水資源的需求量甚至下降了。

G 這個顯著的轉變究竟該如何解決呢?我想大致有兩個因素：其一，人們已經懂得如何更有效的利用水資源，社會各界也在重新思考各自用水的優先權。在20實際的前75年間，人均用水量增加了一倍。在美國，人口增長了4倍，而用水量竟然翻了10倍。但自從1980年以來，人均用水量下降了，這主要得益於一系列新技術在家庭及工業節水方面的作用。例如，字1965年，日本要用1300萬加侖的水才能產出100萬美元的商業價值，而截至到1989年，就算算上了通貨膨脹，只用350萬加侖的水就足以產出相同的商業價值了，這幾乎相當於原來產出的4倍。在美國，水資源的使用已經從80年代的頂峯時期下降了20%。

H 另一方面，水庫、引水渠以及其他水利設施還是需要休假的，特別是在發展中國家基本水資源仍不能保證供應的地區。但與過去相比，這些水利設施的建設一定要更加規範化，要對當地的人名做出更加細緻的說明，同時還需要考慮環保的要求。即使既定地區水利工程建設似乎已得到保證，我們也要想辦法用較少的資源滿足較多需求，保護當地生態，並做到少花錢、多辦事。

TEST 1 PASSAGE 3 參考譯文：

暗示教學法

Bernie Neville的《暗示教學法》一書，主要着眼於激進的新式學習方法，講述了情感、想象力以及潛意識在學習過程中所起的作用。書中討論到了由Geaorge Lozanov提出的一個理論，那就是暗示的力量。

Lozanov的教學技巧主要基於這樣的證據：在無意識狀態下(他稱此爲非特異性心理反應)大腦所作出的各種聯繫要比在有意識狀態下作出的持續更長時間。除了實驗室證據可以證明這一點之外，我們自身的經歷也表明我們通常會記住自己所觀察到的周邊信息，而忘記最開始的學習目的。回想一下幾個月前或是幾年前學過的課本，會發現我們能夠輕易地回想起一些無關緊要的細節，比如書的顏色、裝訂、字體或是我們當時在圖書館閱讀此書時做過的桌子，而不是回想起當時我們集中精力所看的課本的內容。再試着回想一下我們曾經認真聆聽過的講座，較之應該聽到的演講主題而言，我們會更容易回想起演講者的容貌和舉止風度，我們在報告廳的位置甚至是當時壞掉的空調。及時這些周邊細節是比較容易忘掉的，但在催眠狀態下，或是當我們像演心理劇那樣在想象中重溫當時的情景時，這些周邊信息就能很快的被回想起來。而另一方面，演講內容的細節信息早就被拋到九霄雲外去了。

這種現象的產生有一部分歸因於常見的起反作用效果的學習方法(拼盡全力去記憶，令肌肉緊張，最終導致疲憊)。但同時它也恰恰反映出大腦運轉的方式。據此Lozanov建立了他教育系統的核心：間接教學法，也叫暗示法。在他稱之爲暗示教學法(suggestopedia)的方法中，學生的注意力被從本該集中精力學習的課程上轉移到了外部信息上。這樣課程本身就成了外部信息，由此就可以被大腦的儲備功能來處理。

外語學習中的暗示教學法是這一理論的絕佳例證。這種方法最新的改良版本(1980年)是學生邊聽音樂邊朗讀單詞和課文。第一節課被分成了兩部分：第一部分中，教師會伴隨着古典音樂(莫扎特，貝多芬，勃拉姆斯)的旋律以緩慢且莊嚴的語調朗讀課文。學生則跟着看課文。接着是數分鐘的靜默。下一部分中，學生們要聽的是巴洛克音樂(巴赫. 柯瑞裏，亨德爾)，此時教師用正常的語音語速朗讀，而學生將書本合上。整節課上學生的注意力都是被動的，他們只是聽音樂而並不學習課本內容。

事先，學生們已經爲這種語言學習體驗做足了準備。通過與老師以及對體驗效果感到滿意的學生的交流，他們形成了一種期待，那就是接下來的學習將是簡單輕鬆的，他們在一節課的時間裏就可以成功記憶幾百個外語詞彙。在上課之前的講話中，教師會向學生們簡單介紹要講的內容，但不是去“講授”內容。同樣，學生也會被告知在這個介紹的過程中，不要試圖記住所介紹內容。

兩段式課程結束幾小時後，會有一個跟進課程鼓勵學生們回憶剛纔課上所學的內容。教學方法同樣是間接的。學生還是不必集中精力去記憶這些詞彙，而是嘗試將這些詞彙用於交流(比如通過遊戲或是即興演出)。這些方式在語言教學中十分常見。但間接暗示法的特殊之處就在於它完全致力於幫助回憶，對內容的學習是自動的，不費吹灰之力的，聽着小曲兒就搞定了。教師的主要任務就是輔助學生將他們在模糊意識狀態下所學的東西進行用，因而是的學到的東西在有意識狀態下也可以輕易獲得。與傳統教學模式的另外一點不同就是在間接暗示方法下，學生通常課以輕易地記住1000個生詞以及語法點和成語。

Lozanov試驗過在睡眠狀態下、催眠狀態下或精神恍惚之際給出的也接暗示的教學法，結果發現這些過程都是沒有必要的。催眠術、瑜珈、西瓦心靈術、宗教議式以及精神療法都與成功的暗示相關，但看上去好像沒有哪一種技巧是在使用暗示法時必不可少的。這些儀式可能被視作安慰劑。Lozanov認爲他的體系中圍繞暗示所進行的儀式實際上也是安慰劑。但同時也指出如果沒有這種安慰劑，人們就不能甚至懼怕使用他們大腦的儲備容量。正如任何一種安慰劑一樣，它也要獲得權威部門的認可纔能有效果。正如醫生充分利用權威暗示的力量，堅持要求病人必須每天三次、餐前服用某種白色膠囊一樣，Lozanov也堅決要求暗示教學法一定要按照事先指定好的方式進行，並且要由培訓過的合格教師來執行。

儘管憑藉現代語言教學中的成功案例，暗示教學法有了一定程度的名氣，但幾乎沒有一個教師能夠取得像Lozanov和他的同僚那樣顯著的成就。也許我們可以將這些平庸的成果歸咎爲安慰劑效果不足。學生還沒有形成適當的思維體系，在運用這種方法學習的時候他們沒有充分被激發，他們沒有足夠的“信念”。

他們認爲這不是真正的教學，尤其是因爲這種教學方法並沒有涉及他們學會相信的學習之根本——那就是“學”。

劍橋雅思閱讀7原文解析(test1)

Passage1

Question 1

答案：B

關鍵詞：wildlife other than bats. . . do not rely on vision. . .

定位原文：B段第2句: “Bats are not the only creatures to face this difficulty today”.

解題思路: 題目問哪一段舉出了除了蝙蝠之外不需要視覺導航的物種的例子，B段中說了被捕獵的昆蟲、深海魚類、鯨魚、海豚等物種在鮮有光線或者完全黑暗的環境下是如何生活的，比較容易定位。

Question 2

答案：A

關鍵詞: early mammals avoid dying out

定位原文: A段倒數第2句: “In the time when the dinosaurs …”

解題思路: ancestors 等同於early mammals, survive 等同於avoid dying out。

Question 3

答案：A

關鍵詞: why … hunt in the dark

定位原文: A段第5句: “Given that there is a living...”

解題思路: 聯繫上下文，對應句說了物競天擇使蝙蝠晚上捕食，後面說了這個可能追溯到過去，那時恐龍白天捕食，使哺乳動物不得不晚上捕食

Question 4

答案：E

關鍵詞：a particular discovery

定位原文: E段倒數第2句話 “… and much of our scientific understanding of the details...”

解題思路: 理解定位句意義：大多數關於蝙蝠行爲細節的科學理解都是利用雷達理論完成的

Question 5

答案：D

關鍵詞： early military echolocation

定位原文: D段倒數第2句和最後1句: “After this technique had been invented....” “Both sides in the Second World War ...”

解題思路: 第二次世界大戰可以對應early一詞。

Question 6

答案：phantom

關鍵詞： facial vision / pain / arm or leg

定位原文: D段第5句 “… like the referred pain in a phantom limb”

解題思路: 通過填空題的小標題“Facial Vision”，首先可以把此題迅速定位到文章的D段，緊接着可以在D段的第5句尋找到定位關鍵詞referred pain。

Question 7

答案：echoes/obstacles

關鍵詞：perceiving / ears

定位原文: D段第6句、第7句 “The sensation of facial vision… the presence of obstacles”.

解題思路: 此題需要將兩句話放在一起理解：而感視覺是通過耳朵傳輸的，儘管盲人並沒有意識到這一點，但現實生活中他們的確在運用自己的步伐以及其他聲音的回聲來感覺路上障礙物的存在。perceive一詞在雅思學術類閱讀考試當中多次出現，是“感知;感覺;察覺”的意思，相當於原文中的sense。綜上分析得出答案echoes或obstacles。

Question 8

答案：depth

關鍵詞: before / instruments / calculated / seabed

定位原文: D段倒數第3句: “… for example to measure the depth of the sea under a ship”

解題思路: 按照解題順序，找到介詞before，接着找到instruments，並很快找到題目中關鍵詞 calculated的同義同measure，然後就以順利找到正確答案depth。

Question 9

答案：submarines

關鍵詞：wartime / finding

定位原文: D段倒數第2句：“After this technique had been invented…”

解題思路: 看到weapons designers 可以聯想到wartime, detection是探測的意思，與題目中的finding同義，由此可知答案是submarines. 這裏特別提醒考生，如果不變複數是不得分的。

Question 10

答案: natural selection

關鍵詞：radar/ resulted in/ radar-like / bats

定位原文: E段第1句: “… or rather natural selection…”

解題思路: 題目：早在雷達發明之前，是什麼在蝙蝠身上進化出了複雜的類雷達系統呢? Sophisticated一詞指“稍密的;複雜的”。根據題意, 考生需要尋找一個蝙蝠擁有精確定位本領的原因。原因連接詞在這用並沒有出現，但perfect一詞卻可以告訴我們是自然選擇使然，所以正確答案是 natural selection。

Question 11

答案：radio waves/echoes

關鍵詞: not used

定位原文: E段第2句: “It is technically incorrect to…”

解題思路: 題目說蝙蝠也使用雷達實際上是不正確的，因爲在導航的時候它們根本沒有使用____。not used是關鍵詞，題目中以被動語態的形式出現，文章中則變成主動語態，但因爲核心動詞use 沒有改變，所以此題很簡單，正確答案是radio waves。

Question 12

答案：mathematical theories

關鍵詞：radar / sonar/ similar

定位原文: E段第4句: “But the underlying mathematical theories…”

解題思路: 題目：雷達和聲吶是基於相似的____。先在E段後部找到radar和sonar兩個關鍵詞，接着找到similar，空裏要填的名詞應該就不遠了。此處語序有所變動，但是仍然很容易找到答案mathematical theories，因爲題幹中要求最多用兩個詞填空，因此前面的underlying就不能填了。

Question 13

答案：zoologist

關鍵詞： echolocation/ first / someone

定位原文: E段最後1句: “The American zoologist…”

解題思路: 第一次使用聲吶一詞的人的職業是____。只要知道coin詞有“發明;創造;杜撰”的意思，就能輕易聯想到first used。而根據文章，這個詞是由一個叫Donald Griffin的zoologist發明的，由此得出答案。

Test 1 Passage 2

Question 14

答案：xi

關鍵詞：ancient

定位原文: A段最後1句出現了the Roman Empire

解題思路: 本段第1句定下了段落的主要內容爲古代對水資源的管理，接下來講了城鎮的發展帶來大壩和引水渠的發展，最後講述了羅馬帝國鼎盛時期的水利系統。因此本段的主題是古代的供水系統。

Question 15

答案： vii

關鍵詞：health

定位原文: C段倒數第2句出現 sanitation, 最後一句“preventable water-related diseases kill…”

解題思路: C段最後1句說到：每天大約1-2萬名兒童死於與水相關的各種可預防性疾病，新證據表明我們解決上述問題的力度還遠遠不夠。雖然不能夠在首句就感覺到這一段是在談健康與水供給之間的關係，但是看了下面的文字，就可感覺到作者在談健康,特別是sanitation一詞出現後，基本可以確定答案是vii 。

Question 16

答案： v

關鍵詞：effect

定位原文: D段從第2句開始的整個段落

解題思路: D段是一個描述性段落。第1句話就說“我們水資源政策的後果遠非僅僅危及人類健康那麼簡單”，承上啓下，顯然這一段不是講健康了，但同時我們也更加確認C段是在講健康方面的問題，那麼個人健康講完了，要不要講一下地球的健康呢?於是考生在這一段找到了freshwater fish… threatened… endangered… degrade… soil quality… reduce… agricultural productivity… 等等與環境相關的同語，所以不必讀到最後，考生應該已經能夠看出這道題目的答案是v。

Question 17

答案：i

關鍵詞：revision, policy

定位原文: E段第1句

解題思路: E段首句說: “At the outset of the new millennium，however，the way resource planners think about water is beginning to change”. 這句話當中的changed正好可以與revision相對應。在第三句考生還可以找到Some water experts are now demanding…，這就對上了答案中的scientists call for。在下面考生還可以找到this shift in philosophy，這一點又可以對應policy. 縱觀全段，shift, shifting等表示變化的詞不斷出現，所以最合適的答案就是i。

Question 18

答案： ix

關鍵詞：surprisingly downward

定位原文: F段第1句

解題思路: F段首句說：Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. F段末句提到：And in a few parts of the world, demand has actually fallen. 合起來看，正好可以與heading當中的“令人驚奇的下降趨勢”相對照，很好選擇的一題。

Question 19

答案： ii

關鍵詞：explanation, reduced

定位原文: G段第1句

解題思路: “What explains this remarkable turn of events?” 此句中的turn of events指的就是F段中提到的水需求量下降一事，所以答案應該選擇ii。如果考生把F段和G段連起來看的話，會發現選項的邏輯連貫性。

ix: a surprising downward trend in demand for water

ii: an explanation for reduced water use

Question 20

答案: x

關鍵詞：raise, standard

定位原文: H段第2句: “But such projects must be…”

解題思路: H段第2句的higher specifications等於選項中的raise standards，也比較容易理解答案是x。

Question 21

答案：NO

關鍵詞：Ancient Rome

定位原文: A段最後1句：“At the height of the Roman Empire…” 在羅馬帝國鼎盛時期，人們修建了9 條主要水利系統，其疏水管道和污水管道均以革新的方式鋪設，爲城區居民提供用水。當時羅馬城內居民人均用水量和現今工業社會很多地區的人均用水量相當。

解題思路:關鍵詞是as much…as，這個詞組與題幹中的higher than相牴觸，兩者明顯不符。所以答案爲NO。

Question 22

答案： YES

關鍵詞： irrigation system 或者按照順序原則定位在B段

定位原文: B段倒數第2句: “Food production has kept pace with …” 食品供應能跟得上人口猛增主要是由於人工灌溉系統的增長使得世界糧食產量提高了40%

解題思路: 題中的feeding increasing population在文中對應Food production has kept pace with soaring populations, 題中的due primarily to變成文中的mainly because of, 而題中的 improved irrigation system則成了文中的expansion of artificial irrigation systems。

Question 23

答案：NOT GIVEN

關鍵詞：ancient Greeks and Romans

定位原文: 在C段第1句 “…with water services inferior to those available to the ancient Greeks and Romans” 世界上有一半的人口享受的供水服務還比不上古希臘和古羅馬時期

解題思路: 題幹中的古希臘、古羅馬終於出現了，但是周圍根本沒有任何語句表明現代人模仿了他們的水利系統，從上面這句話也完全無法推出這個結論，可見題目是無中生有，屬於完全沒有提及型的 NOT GIVEN。

Question 24

答案：NO

關鍵詞： industrial growth

定位原文: F段第3句、第4句: “ Although population, industrial output… has actually fallen”. 儘管在發達國家，人口仍然急劇膨脹，工業和經濟依然高速發展，但人們開採地下水和地表水的速度卻減緩了下來。在全球某些地區，人們對水資源的需求量甚至下降了。

解題思路: 題目中稱工業增長使水需求量整體上升，而文中卻說速度放緩，甚至需求量下降，兩者顯然是牴觸的，所以答案是NO。

Question 25

答案：YES

關鍵詞：modem technologies, domestic或者跟隨24題順序找到G段

定位原文: G段第4句 “But since 1980…” 但自從 1980年以來，人均用水量確實是下降了，這主要得益於一系列新技術在家庭及工業節水方面的作用。

解題思路: 文中的decreased對應題目中的reduction, 都指需水量的下降。這是一道很容易辨別的YES。

Question 26

答案：NOT GIVEN

關鍵詞： government, water infrastructures

定位原文: H段位於第1句的infrastructure

解題思路: 原文只是說未來還會建各種設施，但沒有提到國家是否應該擁有水利設施

Test 1 Passage 3

Question 27

答案：D

關鍵詞：Educating Psyche

定位原文: 第1段首句：“Educating Psyche by Bemie Neville is …”

解題思路: 作者開篇就揭示了本書的主要內容，是關於激進的新型教學法的。題幹中的 mainly concern 等同於文中的look at; radical new兩個形容詞等同於D選項中的not traditional，因此可以判定正確答案是D。個別同學會被C困擾，因爲貌似emotion, imagination, unconscious 這樣的詞在文中第一段也出現了，仔細辨別the effects of emotion, imagination and the unconscious on learning這句話，就會發現它說的是情感，想象力和潛意識對學習的影響，而不是C答案中情感對想象力及潛意識的影響，這是典型的混淆項。

Question 28

答案： A

關鍵詞：Lozanov’s theory

定位原文: 第2段第2句 “Besides the laboratory evidence for this…”

解題思路: 這句之後作者馬上舉出兩個例子：讀書和聽演講，我們沒有記住書的內容，也沒記住演講的主題，卻能夠較易回憶起書的顏色、裝訂、字體以及演講者的容貌舉止，甚至是禮堂裏壞掉的空調，這些小細節與主題相比微不足道。作者所舉的例子形象地說明了題幹中所說的“當我們努力要記起什麼的時候，我們記住的往往是些無關緊要的細節”，所以正確答案是A

Question 29

答案： B

關鍵詞：book/lecture

定位原文: 第2段

解題思路: 考生可以將C排除，因爲文章並未涉及這個選項的內容。D選項所提到的催眠在第2段根本未被提及，也可以直接排除。A和B兩項中，A與文中所述內容不符，文中是用兩個例子來說明白我們記憶的時候，記住的往往是無關緊要的細節，而不是用來說明書和演講對於促進注意力集中的重要性。因此B是正確答案，文中所舉的兩個例子相當於論據，用來證明他關於教學方法的理論是對充分根據的。

Question 30

答案：C

關鍵詞：Lozanov

定位原文: 第3段倒數第2句 “In suggestopedia, as he called his method…”

解題思路: 選項C中 something other than the curriculum content剛好可以和上句中的shifted away from the curriculum to focus on something peripheral相對應。即使考生根本不認識peripheral一詞，也可以從shift away這個詞組猜測出來重點被從curriculum上轉移到別的東西上去了，然後可以推出正確答案是C

Question 31

答案：FALSE

關鍵詞： in the fourth paragraph

定位原文: 第4段第4句到第7句 “…the teacher reads the text slowly and solemnly… in the second part … while the teacher reads the text in a normal speaking voice.”

解題思路: 文中提到教學的兩個階段：音樂從第一階段的古典音樂到了第二階段的巴洛克式音樂，老師也從第一階段的“用緩慢且莊嚴的語調朗讀課文”變成了第二階段的“用正常聲調朗讀課文”，這就證明改變的不僅僅是音樂，還有老師的朗讀方法

Question 32

答案：FALSE

關鍵詞：prior to

定位原文: 文章第5段第2句: “through meeting with the staff…” 通過與老師以及對這種語言學習方式感到滿意的學生的交流，他們形成了一種期待：那就是接下來的學習將是簡單輕鬆的

解題思路: 原文中的easy and pleasant與題目中的demanding互相矛盾，由此可知答案應爲FALSE

Question 33

答案：TRUE

關鍵詞：follow-up

定位原文: 第6段第4句：“Such methods are not unusual in language teaching”

解題思路: 這些方式在語言教學中十分尋常。言外之意，暗示教學法跟進課程中所用的教學方法比如games或者improvised dramatisation，在普通教學中也被用到，推測一下，即爲跟進課程使用了與傳統課堂相似的教學方法。

Question 34

答案：NOT GIVEN

關鍵詞：improvements in their memory

定位原文: 第6段最後1句 “Another difference from conventional teaching is …” 與傳統教學模式不同的是，在間接暗示方法下，學生通常可以輕易記住1000個生詞以及語法點和成語。

解題思路: 作者僅僅是說採用暗示方法的學生記往了1000個單詞，這高於傳統教學方法的成果。但是並沒有說記住1000個單詞，就代表他們的記憶能力有了所謂的提高，從文中給出的證據，我們是無法推知這個結論的。因此答案是NOT GIVEN

Question 35

答案：NOT GIVEN

關鍵詞：teachers

定位原文: 第6段最後1句 “Another difference from conventional teaching is …”

解題思路: 文中提到了suggestopedia及conventional teaching，但主要講了兩者的區別與聯繫，並未標明教師對兩者的偏好，因此答案爲NOT GIVEN.

Question 36

答案：TRUE

關鍵詞： new vocabulary

定位原文: 第6段最後1句 “Another difference from conventional teaching is …” (與傳統教學模式的另外一點不同就是在間接暗示方法下，學生通常可以輕易記住1000個生詞以及語法點和成語。)

解題思路: conventional teaching等同於題目中的ordinary class, difference 一詞就暗示了暗示教學法比傳統教學方法的進步，而後面強調學生在暗示方法下可以記住多達1000個新詞，顯然比在傳統教學方法下記憶的更多。因此答案是TRUE.

Question 37

答案： F

關鍵詞：hypnosis/ however/a certain amount/convince

定位原文: 第7段第4句: “Lozanov acknowledges that …”

解題思路: 與其他如催眠那樣的方法相比，暗示教學法使用了一種不那麼直接的暗示方法。然而，Lonazov承認爲了說服學生，一定量的37還是必要的，儘管37只是一種38。

從Lozanov acknowledges向後尋找，很快找到a這個冠詞，後而就是38空要填的詞H placebo,返回頭尋找曾經出現在詞庫裏的名詞，考生就得到了F ritual

Question 38

答案：H

關鍵詞：hypnosis/ however/a certain amount/convince

定位原文: 第7段第4句: “Lozanov acknowledges that …”

解題思路: 從Lozanov acknowledges向後尋找，很快找到a這個冠詞，後而就是38空要填的詞H placebo

Question 39

答案： K

關鍵詞：follow a set procedure/ although/most other teacher

定位原文: 最後1段第1句: “While suggestopedia has gained…”

解題思路: 題目中的句子翻譯爲：再者，如果暗示教學法要取得成功，教師就必須遵循一套教學流程。儘管Lozanov的方法已經變得很 39 ,然而大多數其他教師的使用結果都是40

文章中說暗示教學法gained some notoriety. notoriety是此題關鍵，本來此詞是臭名昭著的意思，但在這裏貶義褒用，取著名之意。那麼K well known 顯然就比spectacular更合適了，故39 題應該選K。

Question 40

答案： G

關鍵詞: follow a set procedure/ although/most other teacher

定位原文: 最後1段第1句: “While suggestopedia has gained…”

解題思路: 根據文章，L的方法是spectacular的。那麼教師的結果應該與之相反，因此40空應該填G unspectacular。