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劍橋雅思閱讀7原文(test4)
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Pulling strings to build pyramids
No one knows exactly how the pyramids were built. Marcus Chown reckons the answer could be ‘hanging in the air’.
The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been involved. While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy object.
Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. ‘Coming from Iran, I have a keen interest in Middle Eastern science,’ he says. He too was puzzled by the picture that had sparked Clemmons’s interest. The object in the sky apparently had wings far too short and wide for a bird. ‘The possibility certainly existed that it was a kite,’ he says. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.
Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column. Even a modest force, if sustained over a long time, would do. The key was to use a pulley system that would magnify the applied force. So they rigged up a tent-shaped scaffold directly above the tip of the horizontal column, with pulleys suspended from the scaffold’s apex. The idea was that as one end of the column rose, the base would roll across the ground on a trolley.
Earlier this year, the team put Clemmons’s unlikely theory to the test, using a 40-square-metre rectangular nylon sail. The kite lifted the column clean off the ground. ‘We were absolutely stunned,’ Gharib says. ‘The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.’
The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. ‘There was a huge initial force — five times larger than the steady state force,’ Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. ‘Whether they actually did is another matter,’ Gharib says. There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. ‘The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method,’ Gharib says.
Indeed, the experiments have left many specialists unconvinced. ‘The evidence for kite-lifting is non-existent,’ says Willeke Wendrich, an associate professor of Egyptology at the University of California, Los Angeles.
Others feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.
The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment can’t reach. His idea is to build the arches horizontally, then lift them into place using kites. ‘We’ve given him some design hints,’ says Gharib. ‘We’re just waiting for him to report back.’ So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21st century AD.
Questions 1-7
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-7 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 It is generally believed that large numbers of people were needed to build the pyramids.
2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.
3 Gharib had previously done experiments on bird flight.
4 Gharib and Graff tested their theory before applying it.
5 The success of the actual experiment was due to the high speed of the wind.
6 They found that, as the kite flew higher, the wind force got stronger.
7 The team decided that it was possible to use kites to raise very heavy stones.
Questions 8-13
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 8-13 on your answer sheet.
Additional evidence for theory of kite-lifting
The Egyptians had 8.................., which could lift large pieces of 9.................., and they knew how to use the energy of the wind from their skill as 10.................. .The discovery on one pyramid of an object which resembled a 11.................. suggests they may have experimented with 12.................. . In addition, over two thousand years ago kites were used in China as weapons, as well as for sending 13 .................. .
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Endless Harvest
More than two hundred years ago, Russian explorers and fur hunters landed on the Aleutian Islands, a volcanic archipelago in the North Pacific, and learned of a land mass that lay farther to the north. The islands’ native inhabitants called this land mass Aleyska, the ‘Great Land’; today, we know it as Alaska.
The forty-ninth state to join the United States of America (in 1959), Alaska is fully one-fifth the size of the mainland 48 states combined. It shares, with Canada, the second longest river system in North America and has over half the coastline of the United States. The rivers feed into the Bering Sea and Gulf of Alaska — cold, nutrient-rich waters which support tens of millions of seabirds, and over 400 species of fish, shellfish, crustaceans, and molluscs. Taking advantage of this rich bounty, Alaska’s commercial fisheries have developed into some of the largest in the world.
According to the Alaska Department of Fish and Game (ADF&G), Alaska’s commercial fisheries landed hundreds of thousands of tonnes of shellfish and herring, and well over a million tonnes of groundfish (cod, sole, perch and pollock) in 2000. The true cultural heart and soul of Alaska’s fisheries, however, is salmon. ‘Salmon,’ notes writer Susan Ewing in The Great Alaska Nature Factbook, ‘pump through Alaska like blood through a heart, bringing rhythmic, circulating nourishment to land, animals and people.’ The ‘predictable abundance of salmon allowed some native cultures to flourish,’ and ‘dying spawners_feed bears, eagles, other animals, and ultimately the soil itself.’ All five species of Pacific salmon — chinook, or king; chum, or dog; coho, or silver; sockeye, or red; and pink, or humpback — spawn_ in Alaskan waters, and 90% of all Pacific salmon commercially caught in North America are produced there. Indeed, if Alaska was an independent nation, it would be the largest producer of wild salmon in the world. During 2000, commercial catches of Pacific salmon in Alaska exceeded 320,000 tonnes, with an ex-vessel value of over $US260 million.
Catches have not always been so healthy. Between 1940 and 1959, overfishing led to crashes in salmon populations so severe that in 1953 Alaska was declared a federal disaster area. With the onset of statehood, however, the State of Alaska took over management of its own fisheries, guided by a state constitution which mandates that Alaska’s natural resources be managed on a sustainable basis. At that time, statewide harvests totalled around 25 million salmon. Over the next few decades average catches steadily increased as a result of this policy of sustainable management, until, during the 1990s, annual harvests were well in excess of 100 million, and on several occasions over 200 million fish.
The primary reason for such increases is what is known as ‘In-Season Abundance-Based Management’. There are biologists throughout the state constantly monitoring adult fish as they show up to spawn. The biologists sit in streamside counting towers, study sonar, watch from aeroplanes, and talk to fishermen. The salmon season in Alaska is not pre-set. The fishermen know the approximate time of year when they will be allowed to fish, but on any given day, one or more field biologists in a particular area can put a halt to fishing. Even sport fishing can be brought to a halt. It is this management mechanism that has allowed Alaska salmon stocks — and, accordingly, Alaska salmon fisheries — to prosper, even as salmon populations in the rest of the United States are increasingly considered threatened or even endangered.
In 1999, the Marine Stewardship Council (MSC)__commissioned a review of the Alaska salmon fishery. The Council, which was founded in 1996, certifies fisheries that meet high environmental standards, enabling them to use a label that recognises their environmental responsibility. The MSC has established a set of criteria by which commercial fisheries can be judged. Recognising the potential benefits of being identified as environmentally responsible, fisheries approach the Council requesting to undergo the certification process. The MSC then appoints a certification committee, composed of a panel of fisheries experts, which gathers information and opinions from fishermen, biologists, government officials, industry representatives, non-governmental organisations and others.
Some observers thought the Alaska salmon fisheries would not have any chance of certification when, in the months leading up to MSC’s final decision, salmon runs throughout western Alaska completely collapsed. In the Yukon and Kuskokwim rivers, chinook and chum runs were probably the poorest since statehood; subsistence communities throughout the region, who normally have priority over commercial fishing, were devastated.
The crisis was completely unexpected, but researchers believe it had nothing to do with impacts of fisheries. Rather, they contend, it was almost certainly the result of climatic shifts, prompted in part by cumulative effects of the el nino/la nina phenomenon on Pacific Ocean temperatures, culminating in a harsh winter in which huge numbers of salmon eggs were frozen. It could have meant the end as far as the certification process was concerned. However, the state reacted quickly, closing down all fisheries, even those necessary for subsistence purposes.
In September 2000, MSC announced that the Alaska salmon fisheries qualified for certification. Seven companies producing Alaska salmon were immediately granted permission to display the MSC logo on their products. Certification is for an initial period of five years, with an annual review to ensure that the fishery is continuing to meet the required standards.
_spawners: fish that have released eggs
_ spawn: release eggs
__MSC: a joint venture between WWF (World Wildlife Fund) and Unilever, a Dutch-based multi-national
Questions 14-20
Do the following statements agree with the information given in Reading Passage 2?
In boxes 14-20 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
14 The inhabitants of the Aleutian islands renamed their islands ‘Aleyska.’
15 Alaska’s fisheries are owned by some of the world’s largest companies.
16 Life in Alaska is dependent on salmon.
17 Ninety per cent of all Pacific salmon caught are sockeye or pink salmon.
18 More than 320,000 tonnes of salmon were caught in Alaska in 2000.
19 Between 1940 and 1959, there was a sharp decrease in Alaska’s salmon population.
20 During the 1990s, the average number of salmon caught each year was 100 million.
Questions 21-26
Complete each sentence with the correct ending, A-K, below.
Write the correct letter, A-K, in boxes 21-26 on your answer sheet.
21 In Alaska, biologists keep a check on adult fish
22 Biologists have the authority
23 In-Season Abundance-Based Management has allowed the Alaska salmon fisheries
24 The Marine Stewardship Council (MSC) was established
25 As a result of the collapse of the salmon runs in 1999, the state decided
26 In September 2000, the MSC allowed seven Alaska salmon companies
A to recognize fisheries that care for the environment.
B to be successful.
C to stop fish from spawning.
D to set up environmental protection laws.
E to stop people fishing for sport.
F to label their products using the MSC logo.
G to ensure that fish numbers are sufficient to permit fishing.
H to assist the subsistence communities in the region.
I to freeze a huge number of salmon eggs.
J to deny certification to the Alaska fisheries.
K to close down all fisheries.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
EFFECTS OF NOISE
In general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially ‘too quiet’, an experience that suggests that humans are capable of adapting to a wide range of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects.
But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task. For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957). Similarly, noise did not affect a subject’s ability to track a moving line with a steering wheel, but it did interfere with the subject’s ability to repeat numbers while tracking (Finkelman and Glass, 1970).
Probably the most significant finding from research on noise is that its predictability is more important than how loud it is. We are much more able to ‘tune out’ chronic background noise, even if it is quite loud, than to work under circumstances with unexpected intrusions of noise. In the Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the bursts
Unpredictable Noise Predictable Noise Average
Loud noise 40.1 31.8 35.9
Soft noise 36.7 27.4 32.1
Average 38.4 29.6
Table 1: Proofreading Errors and Noise
occurred at random intervals (unpredictable noise). Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment. But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise.
Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance.
Predictability is not the only variable that reduces or eliminates the negative effects of noise. Another is control. If the individual knows that he or she can control the noise, this seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and Singer, 1972). Just the knowledge that one has control is sufficient.
The studies discussed so far exposed people to noise for only short periods and only transient effects were studied. But the major worry about noisy environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a realistic one, compared elementary school pupils who attended schools near Los Angeles’s busiest airport with students who attended schools in quiet neighbourhoods (Cohen et al., 1980). It was found that children from the noisy schools had higher blood pressure and were more easily distracted than those who attended the quiet schools. Moreover, there was no evidence of adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more distractible they became. The effects also seem to be long lasting. A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class.
Questions 27-29
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 27-29 on your answer sheet.
27 The writer suggests that people may have difficulty sleeping in the mountains because
A humans do not prefer peace and quiet to noise.
B they may be exposed to short bursts of very strange sounds.
C humans prefer to hear a certain amount of noise while they sheep.
D they may have adapted to a higher noise level in the city.
28 In noise experiments, Glass and Singer found that
A problem-solving is much easier under quiet conditions.
B physiological arousal prevents the ability to work.
C bursts of noise do not seriously disrupt problem-solving in the long term.
D the physiological arousal of control subjects declined quickly.
29 Researchers discovered that high noise levels are not likely to interfere with the
A successful performance of a single task.
B tasks of pilots or air traffic controllers.
C ability to repeat numbers while tracking moving lines.
D ability to monitor three dials at once.
Questions 30-34
Complete the summary using the list of words and phrases, A-J, below.
Write the correct letter, A-J, in boxes 30-34 on your answer sheet.
NB You may use any letter more than once.
Glass and Singer (1972) showed that situations in which there is intense noise have less effect on performance than circumstances in which 30..................noise occurs. Subjects were divided into groups to perform a task. Some heard loud bursts of noise, others soft. For some subjects, the noise was predictable, while for others its occurrence was random. All groups were exposed to 31..................noise. The predictable noise group 32..................the unpredictable noise group on this task.
In the second part of the experiment, the four groups were given a proofreading task to complete under conditions of no noise. They were required to check written material for errors. The group which had been exposed to unpredictable noise 33..................the group which had been exposed to predictable noise. The group which had been exposed to loud predictable noise performed better than those who had heard soft, unpredictable bursts. The results suggest that 34..................noise produces fatigue but that this manifests itself later.
A no control over
B unexpected
C intense
D the same amount of
E performed better than
F performed at about the same level as
G no
H showed more irritation than
I made more mistakes than
J different types of
Questions 35-40
Look at the following statements (Questions 35-40) and the list of researchers below.
Match each statement with the correct researcher(s), A-E.
Write the correct letter, A-E, in boxes 35-40 on your answer sheet.
NB You may use any letter more than once.
35 Subjects exposed to noise find it difficult at first to concentrate on problem-solving tasks.
36 Long-term exposure to noise can produce changes in behaviour which can still be observed a year later.
37 The problems associated with exposure to noise do not arise if the subject knows they can make it stop.
38 Exposure to high-pitched noise results in more errors than exposure to low-pitched noise.
39 Subjects find it difficult to perform three tasks at the same time when exposed to noise.
40 Noise affects a subject’s capacity to repeat numbers while carrying out another task.
List of Researchers
A Glass and Singer
B Broadbent
C Finkelman and Glass
D Cohen et al.
E None of the above
劍橋雅思閱讀7原文參考譯文(test4)
PASSAGE 1 參考譯文：
線牽金字塔
沒(méi)有人知道金字塔到底是怎么建成的。Marcus Chown料想答案可能是“懸空而造”。
埃及的金字塔是在3000多年前建造的，但是沒(méi)有人知道它們是以何方式建造的。傳統(tǒng)的描述是由成千上萬(wàn)的奴隸拖動(dòng)載有石頭的雪橇來(lái)建造的。但是沒(méi)有證據(jù)正明這一觀點(diǎn)。加利福尼亞的軟件顧問(wèn) Maureen Clemmons日前提出在金字搭的建造過(guò)程中可能使用了風(fēng)箏。在翻閱一本有關(guān)埃及古跡的書時(shí)，她發(fā)現(xiàn)一個(gè)象形文字描述的是一群人以奇怪的姿勢(shì)站立。他們手里拉著類似繩索的東西，通過(guò)某種機(jī)械連著空中的一只巨鳥(niǎo)。她想知道那只巨鳥(niǎo)是否可能就足一只大的風(fēng)箏，而那些人正用它來(lái)舉起重物。
好奇心驅(qū)使下的Clemmons聯(lián)系了加州理工學(xué)院的航空學(xué)教授Morteza Gharib。后者對(duì)她的想法很感興趣。他說(shuō)：“我來(lái)自伊朗，對(duì)中東的科技有濃厚的興趣，他同樣也對(duì)令Clemmons甘心去的圖片感到疑惑。懸在空中無(wú)題的兩翼對(duì)于鳥(niǎo)類來(lái)說(shuō)明顯太短太寬。是風(fēng)箏的可能性確實(shí)是存在的，”他說(shuō)。因?yàn)樗麆偤眯枰o學(xué)生Emilio Graff布置一項(xiàng)暑期研究計(jì)劃，調(diào)查用風(fēng)箏做起重器的可能性是一個(gè)好主意。
Gharib和Graff嘗試只借助風(fēng)力(除此之外沒(méi)有其他能源)來(lái)把一塊水平放置的4.5米長(zhǎng)的石柱直立起來(lái)。最初的計(jì)算以及風(fēng)洞模型試驗(yàn)讓他們相信不用太強(qiáng)的風(fēng)力就舉起這塊33.5噸重的石柱。甚至只要風(fēng)力適度，如果能維持一定的時(shí)間就能做到。關(guān)鍵是要用一個(gè)滑輪系統(tǒng)把使用的風(fēng)力擴(kuò)大。因此他們?cè)跈M放的石柱頂部正上方搭了一個(gè)帳篷形的支架，在支架的頂部懸掛了滑車。理論是當(dāng)石柱的一端被吊起，另一端就能順著下面的手推車翻轉(zhuǎn)過(guò)來(lái)。
今年早些吋候，他們用一塊40平方米的方形尼龍風(fēng)帆把Clemmons的空頭理論付諸實(shí)驗(yàn)。最終風(fēng)帆把石柱完全抬離地面?！拔覀兺耆康煽诖簟?，Gharib說(shuō)?！帮L(fēng)帆在風(fēng)中展開(kāi)那一刻產(chǎn)生一股巨大的風(fēng)力，僅花了40 秒石柱就被抬離地面。”
當(dāng)時(shí)的風(fēng)力時(shí)速僅為16到20公里，還不足他們預(yù)想所需風(fēng)力的一半。他們沒(méi)有想到的是當(dāng)風(fēng)箏打開(kāi)時(shí)會(huì)發(fā)生什么?！熬薮蟮某跏硷L(fēng)力比恒穩(wěn)狀態(tài)風(fēng)力大五倍，”Gharib說(shuō)。他意識(shí)到這種猛然的拉力意味著風(fēng)箏能夠舉起巨大的重量，只需40個(gè)左右的人力加上四五個(gè)風(fēng)帆就能把一根300噸的石柱直立起來(lái)。所以 Clemmons是對(duì)的，金字塔的建造者們可能使用了風(fēng)箏把巨大的石塊抬升至指定位置?！八麄兪欠裾娴氖褂昧孙L(fēng)箏是另外一回事，”Gharib說(shuō)。沒(méi)有圖畫描述金字塔的建造情況，所以沒(méi)有辦法知道“真正發(fā)生的事情”。使用風(fēng)箏搬運(yùn)巨石的證據(jù)和使用強(qiáng)力法的證據(jù)不相上下，Gharib說(shuō)。
事實(shí)上，這些實(shí)驗(yàn)許多專家并不信服。洛杉磯加州大學(xué)的埃及古物學(xué)副教授WillekeWendrich就說(shuō): “支持風(fēng)箏搬運(yùn)的證據(jù)并不存在”。
其他人則認(rèn)為支持該理論的實(shí)例不在少數(shù)。對(duì)像埃及人這樣熟練的水手來(lái)說(shuō)駕馭風(fēng)力不是問(wèn)題。而且我們都知道他們制造了堅(jiān)固的木質(zhì)滑車以承運(yùn)大塊巨石。此外，有物證表明古埃及人對(duì)飛翔很感興趣。在塞加拉的階梯金字塔上發(fā)現(xiàn)的一塊木制加工品就酷似現(xiàn)代的滑翔機(jī)。盡管它出現(xiàn)在金字塔建成幾百年后，但是它的精密程度卻顯示埃及人想要飛翔的想法已經(jīng)非常久遠(yuǎn)。而其他古文明確實(shí)也了解風(fēng)箏;早在公元前1250年，中國(guó)人就用它們來(lái)傳遞信息或向敵人傾倒燃燒的碎片。
甚至現(xiàn)在這一實(shí)驗(yàn)可能還具有實(shí)用性。全世界很多地方的人們沒(méi)有大型機(jī)械，卻知道如何利用風(fēng)能. 航海和基本的機(jī)械原理。一位尼加拉瓜的土木工程師就聯(lián)系了Gharib，想要在一個(gè)沒(méi)有重型機(jī)械的地方建造用混凝土拱支持土坯屋頂?shù)姆孔?。他的想法是先在地平線上邊建造拱頂，然后用風(fēng)箏抬升拱頂?shù)筋A(yù)定位置。“我們給了他一些設(shè)計(jì)建議，還在等待他的反饋”。Gharib說(shuō)。所以不用風(fēng)箏有沒(méi)有被用來(lái)建造金字塔，似乎它們?cè)诠?1世紀(jì)卻可能是實(shí)用的建筑工具。
TEST 4 PASSAGE 2 參考譯文：
無(wú)盡的豐收
兩百多年前，俄羅斯探險(xiǎn)者和皮毛狩獵者抵達(dá)阿留申群島(位于北太平洋的一個(gè)火山群島)，發(fā)現(xiàn)了位于北部遠(yuǎn)方的一塊大陸。島上的原住民把這塊大陸稱為阿留斯卡，意為“偉大的土地”。如今，我們叫它阿拉斯加。
1959年，阿拉斯加加入美利堅(jiān)合眾國(guó)，成為美國(guó)的第49個(gè)州，其面積相當(dāng)于美國(guó)其他48個(gè)州總面積的五分之一。它與加拿大共用北美大陸第二長(zhǎng)水系，擁有美國(guó)一半以上的海岸線。多條河流注人白令海峽和阿拉斯加灣——冰冷而富含養(yǎng)分的水域是成千上萬(wàn)海鳥(niǎo)賴以生存的家園。此外，這片水域中還生活著400 多種魚(yú)類、貝類，蝦蟹和軟體動(dòng)物。阿拉斯加的商業(yè)漁場(chǎng)充分利用了大自然的饋贈(zèng)，已經(jīng)發(fā)展成為世界上規(guī)模最大的漁業(yè)聚集地之一。
據(jù)阿拉斯加漁業(yè)與捕撈局稱，在2000年阿拉斯加商業(yè)漁場(chǎng)出產(chǎn)了成百上千噸的貝類和鯡魚(yú)，還有一百多萬(wàn)噸底棲魚(yú)(包括鱈魚(yú)、鰨魚(yú)、鱸魚(yú)和青鱈)。阿拉斯加漁業(yè)真正的文化心臟和靈魂卻是大馬哈魚(yú)。隨筆作家蘇珊?尤因在她的著作《偉大的阿拉斯加自然概況》一書中指出，大馬哈魚(yú)從阿拉斯加游過(guò)，就像血液流經(jīng)心臟一樣，為這片土地、動(dòng)物和人們帶來(lái)獨(dú)具韻律、循環(huán)通暢的給養(yǎng)?？深A(yù)見(jiàn)的豐富的大馬哈魚(yú)產(chǎn)量使本土文化得以繁榮發(fā)展，垂死的產(chǎn)卵魚(yú)為熊、鷹和其他動(dòng)物提供食物，最終為這片土地提供養(yǎng)料。5種太平洋大馬哈魚(yú)都在阿拉斯加水域產(chǎn)卵：奇努克大馬哈魚(yú)(王鮭)、馬蘇大馬哈魚(yú)(狗鮭)、銀大馬哈魚(yú)(銀鮭)、紅大馬哈魚(yú)(紅鮭)、粉大馬哈魚(yú)(駝背大馬哈魚(yú))。北美90%的商業(yè)太平洋大馬哈魚(yú)都產(chǎn)自阿拉斯加。如果阿拉斯加是一個(gè)獨(dú)立國(guó)家的話，它將是全世界最大的野生大馬哈魚(yú)產(chǎn)地。2000年，阿拉斯加商業(yè)大馬哈魚(yú)產(chǎn)量超過(guò)320,000噸，船邊交易額超過(guò)2.6億美元。
然而，捕魚(yú)業(yè)并非一直這么風(fēng)調(diào)雨順。1940到1959年,過(guò)度捕撈使得大馬哈魚(yú)的數(shù)量急劇減少，1953 年，阿拉斯加成為“聯(lián)邦受災(zāi)漁區(qū)”。不過(guò)，州政府通過(guò)抗?fàn)帄Z回了漁業(yè)自主管理權(quán)，在州法院的指導(dǎo)下開(kāi)展?jié)O業(yè)活動(dòng)。而州法院負(fù)責(zé)確保阿拉斯加的自然資源在可持續(xù)發(fā)展的基礎(chǔ)上進(jìn)行開(kāi)發(fā)利用。那時(shí)候，全國(guó)范圍內(nèi)的大馬哈魚(yú)產(chǎn)量大約為2500萬(wàn)條。在可持續(xù)捕撈政策的管理下，接下來(lái)的幾十年里，大馬哈魚(yú)的產(chǎn)量平穩(wěn)上升。20世紀(jì)90年代，大馬哈魚(yú)的年產(chǎn)超過(guò)1億條，個(gè)別年份甚至超過(guò)了2億條。
產(chǎn)量提高的首要原因是實(shí)施了被稱作“當(dāng)季捕撈盈余為本”的管理方法。全州范圍內(nèi)的生物學(xué)家負(fù)責(zé)持續(xù)監(jiān)測(cè)將要產(chǎn)卵的成年大馬哈魚(yú)。生物學(xué)家們坐在河濱的觀測(cè)計(jì)算塔里,研究聲納系統(tǒng)，從飛機(jī)上進(jìn)行觀察，并與漁民交談。大馬哈魚(yú)捕撈季節(jié)不是預(yù)先設(shè)定好的某一時(shí)刻。漁民們知道一年中政府允許捕撈的大概時(shí)間段。但是在某些特定的日子，某個(gè)地區(qū)的一個(gè)或多個(gè)領(lǐng)域的生物學(xué)家有權(quán)要求停止捕魚(yú)活動(dòng)。甚至連體育比賽性的釣魚(yú)活動(dòng)也會(huì)被禁止。正是這樣的管觀機(jī)制使得阿拉斯加的大馬哈魚(yú)儲(chǔ)量得到保證，并使阿拉斯加的捕魚(yú)業(yè)得以持續(xù)發(fā)展。而同時(shí)，美國(guó)其他地區(qū)的大馬哈魚(yú)數(shù)量卻日益令人擔(dān)憂，處在備受威脅、甚至是危險(xiǎn)的狀態(tài)中。
1999年，海洋管理委員會(huì)(MSC)授權(quán)審查阿拉斯加大馬哈魚(yú)捕撈業(yè)。該委員會(huì)成立于1996年，它為符合高環(huán)保標(biāo)準(zhǔn)的漁業(yè)發(fā)放證明，允許他們使用標(biāo)簽，表明他們知道自己肩負(fù)的環(huán)保責(zé)任。海洋管理委員會(huì)設(shè)定了一套評(píng)定商業(yè)捕魚(yú)業(yè)的標(biāo)準(zhǔn)。漁業(yè)公司認(rèn)識(shí)到通過(guò)環(huán)保負(fù)責(zé)評(píng)定所帶來(lái)的潛在利益后，紛紛要求該委員會(huì)為自己做相關(guān)評(píng)定。于是，海洋管理委員建立了一個(gè)專門的評(píng)定委員會(huì)，組建專門的漁業(yè)專家小組，從漁民、生物學(xué)家、政府官員、產(chǎn)業(yè)代表和非政府組織等人士那里收集相關(guān)信息和觀點(diǎn)。
在海洋管理委員會(huì)做最后決定的那幾個(gè)月里，西阿拉斯加的大馬哈魚(yú)魚(yú)群全線崩潰。于是，一些觀察家認(rèn)為，阿拉斯加大馬哈魚(yú)漁業(yè)不會(huì)有任何獲得官方機(jī)構(gòu)認(rèn)證的機(jī)會(huì)了，在育空河和卡斯科奎姆河流域，奇努克大馬哈魚(yú)和馬蘇大馬哈魚(yú)幾乎處于建州以來(lái)最貧瘠的狀態(tài)。該地區(qū)對(duì)商業(yè)捕魚(yú)擁有優(yōu)先權(quán)的可持續(xù)發(fā)展機(jī)構(gòu)對(duì)此束手無(wú)策。
這場(chǎng)危機(jī)完全出乎人們的意料，但研究人員相信這并不是漁業(yè)發(fā)展引起的。相反，他們辯稱這必定是氣候變化的結(jié)果，是太平洋氣候現(xiàn)象厄爾尼諾和拉尼娜持續(xù)作用的后果。這些氣候現(xiàn)象造成冬天的酷寒, 結(jié)果大量大馬哈魚(yú)的卵在冰冷的海水里被凍死。海洋管理委員會(huì)的評(píng)定也似乎走到了盡頭。然而，阿拉斯加州迅速做出反應(yīng)，關(guān)閉所有漁場(chǎng)，甚至包括那些為了研究可持續(xù)發(fā)展的漁場(chǎng)。
2000年9月，海洋管理委員會(huì)宣布阿拉斯加大馬哈魚(yú)漁業(yè)通過(guò)了資格審查。7家也產(chǎn)阿拉斯加大馬哈魚(yú)的漁業(yè)公司立即獲準(zhǔn)在產(chǎn)品上使用海洋管理委員會(huì)專用徽標(biāo)。該證明的起始期限為5年，之后每年進(jìn)行一次評(píng)定，以確保漁業(yè)公司仍然符合規(guī)定的標(biāo)準(zhǔn)。
TEST 4 PASSAGE 3 參考譯文：
噪音影響
總體來(lái)說(shuō)，人們應(yīng)該更喜歡和平寧?kù)o而不喜歡噪音——這種想法貌似有些道理。我們大多數(shù)人都有過(guò)這樣的經(jīng)歷：如果在深山或者鄉(xiāng)村睡覺(jué)，必須作一些調(diào)整才能睡得著，因?yàn)檫@些地方起初“太安靜”了。這一例子說(shuō)明人類有能力去適應(yīng)不同程度、分貝跨度較大的各種噪音。研究也證實(shí)了這一點(diǎn)。例如，Glass和 Singer(1972)將人們說(shuō)于瞬間發(fā)出的非常刺耳的噪聲環(huán)境之中，然后測(cè)量他們解決問(wèn)題的能力和由此產(chǎn)生的生理反應(yīng)。起初，噪音讓人心煩意亂。但大約四分鐘后，將置于噪音下的實(shí)驗(yàn)對(duì)象與處于正常環(huán)境中的人們相比發(fā)現(xiàn)，前者在完成任務(wù)方而做得很不錯(cuò)，而且他們對(duì)噪音的生理反應(yīng)也會(huì)迅速降低到與后者持平的水平。
但如果要求試驗(yàn)對(duì)象同時(shí)專注幾項(xiàng)任務(wù)時(shí)，其對(duì)噪音的適應(yīng)性能力就會(huì)達(dá)到極限，噪音也會(huì)變得更加讓人心煩意亂。例如，如果一個(gè)實(shí)驗(yàn)對(duì)象需要同時(shí)監(jiān)視三個(gè)刻度盤，那么高分貝噪音就會(huì)嚴(yán)重干擾他們完成工作。同時(shí)監(jiān)視多個(gè)刻度盤其實(shí)和飛行員或者空中交通調(diào)解員的工作別無(wú)二致(Broadbent, 1957)。同理，噪音并不會(huì)影響實(shí)驗(yàn)對(duì)象追蹤一個(gè)旋轉(zhuǎn)輪子形成的不斷移動(dòng)的軌跡，但如果讓實(shí)驗(yàn)對(duì)象在追蹤的同時(shí)重復(fù)數(shù)字，那么噪音對(duì)他們的影響就很大了(Finkelman and Glass，1970)。
或許，此項(xiàng)關(guān)于噪音的研究最重大的發(fā)現(xiàn)，就是噪音的可預(yù)見(jiàn)性要比它分貝的大小更為重要。我們完全有能力對(duì)長(zhǎng)期存在的背景噪音“聽(tīng)而不聞”，即使它們確實(shí)很吵;而如果人們工作時(shí)受到突如其來(lái)的噪音的侵襲，他們就會(huì)很不適應(yīng)。在Glass和Singer的研究中，當(dāng)實(shí)驗(yàn)對(duì)象正做一項(xiàng)工作時(shí)，把他們置于突然發(fā)出的噪音環(huán)境中，有些人聽(tīng)到的聲音非常大，而有些人聽(tīng)到的聲音卻要柔和得多。實(shí)驗(yàn)對(duì)象中一部分人聽(tīng)到的噪音是嚴(yán)格按照一分鐘的時(shí)間間隔產(chǎn)生的(可預(yù)測(cè)性噪音);他人聽(tīng)到的噪音總量是不變的，但是產(chǎn)生時(shí)間卻是隨機(jī)的(非可預(yù)測(cè)性噪音)。實(shí)驗(yàn)組稱，可預(yù)測(cè)性噪音和非可預(yù)測(cè)性噪音都很惱人，而所有實(shí)驗(yàn)對(duì)象在噪音測(cè)試部分的表現(xiàn)都處在同一水平線上，然而，在無(wú)噪音環(huán)境下要求實(shí)驗(yàn)對(duì)象校對(duì)書面材料時(shí)，不同噪音條件帶來(lái)的副作用是迥然不同的。如表1所和可預(yù)測(cè)性噪音相比，非可預(yù)測(cè)性噪音使試驗(yàn)對(duì)象在校對(duì)時(shí)出現(xiàn)更多錯(cuò)誤;柔和的非可預(yù)測(cè)性噪音實(shí)際上比吵鬧的可預(yù)測(cè)性噪音讓人出現(xiàn)更多錯(cuò)誤。
表格1：校對(duì)錯(cuò)誤與噪音
非可預(yù)測(cè)性噪音 可預(yù)測(cè)性噪音 均值
高分貝噪音 40. 1 31.8 35.9
輕柔噪音 36.7 27.4 32.1
均值 38.4 29.6
顯然，非可預(yù)測(cè)性噪音會(huì)讓人更疲勞，不過(guò)疲勞導(dǎo)致工作上的錯(cuò)誤還需要一段時(shí)間。
預(yù)測(cè)性不是唯一可以減少或者消除噪音負(fù)而影響的變量。另一個(gè)變量是噪音的可控性。如果一個(gè)人知道自己可以控制噪音的話，這一點(diǎn)似乎可以消除當(dāng)時(shí)噪音的負(fù)面影響和副作用。 即使人們沒(méi)有真正實(shí)踐他的想法，去關(guān)掉噪音，這種效果也是可以達(dá)到的。僅知道自己有控制噪音的能力就足夠了。
到目前為止，所討論的研究都是將人們短時(shí)間置于噪音環(huán)境中，也只是研究了由此帶來(lái)的瞬間影響。但是噪音環(huán)境所引起的主要憂慮是，日復(fù)一日地長(zhǎng)期生活在噪音環(huán)境中可能會(huì)產(chǎn)生嚴(yán)重、持久的影響。一項(xiàng)研究表明，此擔(dān)心是有現(xiàn)實(shí)性的。將在洛杉磯最繁忙的機(jī)場(chǎng)旁邊上學(xué)的小學(xué)生和那些在安靜環(huán)境中上學(xué)的小學(xué)生相比較(Cohen et al., 1980),就會(huì)發(fā)現(xiàn)噪音地區(qū)的小學(xué)生血壓較高，更容易轉(zhuǎn)移注意力。此外，并沒(méi)有跡象表明孩子們會(huì)逐漸適應(yīng)噪音。事實(shí)上，孩子們?cè)谛[的學(xué)校待的時(shí)間越久，他們?cè)诫y以集中注意力。另外一項(xiàng)跟蹤研究表明，和那些一直在安靜學(xué)校上學(xué)的孩子相比，即使喧鬧學(xué)校里的孩子們搬到安靜一些的學(xué)校待上一年以后，他們還是難以集中注意力。有一點(diǎn)需要說(shuō)明的是，兩組孩子都是經(jīng)過(guò)研究人員精心匹配的，他們?cè)谀挲g、民族習(xí)性、種族和社會(huì)階層上都具有可比性。
劍橋雅思閱讀7原文解析(test4)
Passage 1
Question 1
答案：TRUE
關(guān)鍵詞：large numbers of people, build the pyramids
定位原文: 第1段第2句: “The conventional picture is that…”
解題思路: 此題通過(guò)定位詞可以迅速定位至首段第2句話，題干對(duì)文章定位句的概括性改寫分析如下：generally believed — conventional picture, large numbers of people — tens of thousands of slaves. 因此答案很明顯應(yīng)該是TRUE。
Question 2
答案：FALSE
關(guān)鍵詞：hieroglyph, Egyptian monument
定位原文: 首段第5句: “While perusing a book…”
解題思路: 此題定位詞在文中原詞出現(xiàn)，可以快速定位。文中定位句指出Clemmons是在一本關(guān)于埃及古跡的書中讀到的象形文字信息，而題目卻說(shuō)她在一座埃及古跡的墻上發(fā)現(xiàn)了象形文字，顯然題目與文章相悖，因此此題答案為FALSE。
Question 3
答案：NOT GIVEN
關(guān)鍵詞：experiment, bird flight
定位原文: 無(wú)
解題思路: 題干的定位信息在文章中未出現(xiàn)，此題為最典型的“原文完全未提及型”，故答案為NOT GIVEN
Question 4
答案： TRUE
關(guān)鍵詞：theory
定位原文: 第4段首句：”Earlier this year...” 今年早些時(shí)候，他們把Clemmons空頭理論付諸實(shí)驗(yàn)
解題思路: 題目與文章完全相符，因此此題答案為TRUE
Question 5
答案：FALSE
關(guān)鍵詞：high speed of the wind
定位原文: 第5段首句: “The wind was blowing at…”
解題思路: 此題按照順序原則，在第五段首句定位出與風(fēng)速相關(guān)的信息，但文中對(duì)于風(fēng)速的描述為 gentle和little more than half(與一半差不多)，顯然題目與原文不符，因此答案為FALSE
Question 6
答案：NOT GIVEN
關(guān)鍵詞：kite, wind force
定位原文： 第5段第2句、第3句: “What they had failed to… ‘There was a huge initial force …”他們沒(méi)有想到的是當(dāng)風(fēng)帆打開(kāi)時(shí)會(huì)發(fā)生什么“巨大的初始風(fēng)力比恒穩(wěn)狀態(tài)風(fēng)力還大五倍?！?Gharib說(shuō)道。
解題思路: 此題定位比較容易。在定位句中只提到了kite打開(kāi)的吋候wind force很大，對(duì)于題目中的兩個(gè)比較級(jí)完全沒(méi)提及，此題為典型的“題目?jī)?nèi)容文章部分提及型”，故答案為NOT GIVEN。
Question 7
答案：TRUE
關(guān)鍵詞：kite, very heavy stones
定位原文: 第5段第4句：“This jerk meant that…”
解題思路: 此題按照順序原則在上一題定位句之后就能找到定位詞。題目與原文含義一致，均為“風(fēng)帆可以提升極大的重量”，故答案為TRUE。
Question 8
答案：(wooden) pulleys
關(guān)鍵詞： Egyptians
定位原文: 第7段第2句、第3句: “...like the Egyptians. And they are known to have used wooden pulleys...
解題思路: 在定位段中查找定位詞可以迅速定位于該段第二句。題中空格前為動(dòng)詞had，所以應(yīng)于文中定位處掃描該動(dòng)詞或其同義詞或其上下義詞。此處掃描結(jié)果為to have used，則其后單詞即為答案: (wooden) pulleys。
Question 9
答案：stone
關(guān)鍵詞： large pieces
定位原文: 第7段第3句: “…, which could have been made strong enough to bear the weight of massive blocks of stone.”
解題思路: 此題在文中定位緊接著上一題。通過(guò)掃描定位詞得出 large pieces of 對(duì)應(yīng)文中 massive blocks of，于是其后單詞即為答案：stone。
Question 10
答案：(accomplished) sailors
關(guān)鍵詞：energy from the wind
定位原文: 第7段第2句: “Harnessing the wind would not…”
解題思路: 此題為同一定位段內(nèi)的亂序題，由于確定解題段為第七段，在兩次定位后仍能將此空定位于段落次句。此空格前為介詞as，則在定位處掃描該介詞或其他介詞。此處掃描結(jié)果為for，則其后單詞即為答案：(accomplished) sailors。
Question 11
答案：(modern) glider
關(guān)鍵詞：pyramid, resembled
定位原文: 第7段第5句: “A wooden artefact found…”
解題思路: 此題通過(guò)順序原則可以很快定位，定位處looks uncannily like對(duì)應(yīng)題中resembled, 且空格需填寫一個(gè)單數(shù)名詞，則答案為(modem) glider。
Question 12
答案：flight
關(guān)鍵詞：suggest, have experimented with
定位原文: 第7段倒數(shù)第2句 “…, its sophistication suggests that…”
解題思路: 此題解題技巧同第10題，由于空格前為介詞with, 故在定位句中掃描后定位于介詞of，且have been developing ideas of對(duì)應(yīng)于題中 have experimented with，所以答案為of后單詞：flight。
Question 13
答案：messages
關(guān)鍵詞：China
定位原文: 第7段末句：“the Chinese were using them to…”
解題思路: 空格前為動(dòng)詞sending, 則在定位句中掃描得到動(dòng)詞deliver與之對(duì)應(yīng)，其后單詞即為答案：messages。
Test 4 Passage 2
Question 14
答案： FALSE
關(guān)鍵詞：inhabitants, Aleutian islands, Aleyska
定位原文: 第1段末句: “The islands’ native inhabitants called…”
解題思路: 此題定位詞均在文章第一段以原詞出現(xiàn)。其含義為“島上居民稱此島為Aleyska”，而題中關(guān)鍵詞為重命名(renamed)，與文章不符，故此題答案為FALSE。
Question 15
答案： NOT GIVEN
關(guān)鍵詞：Alaska's fisheries, largest companies
定位原文: 第2段末句: “Taking advantage of this rich bounty…”
解題思路: 此題通過(guò)定位詞可以快速定位。文中定位句指出，阿拉斯加的一些商業(yè)漁場(chǎng)發(fā)展成為世界上最大的漁場(chǎng)。題目中所提到的“漁場(chǎng)為最大的公司所擁有”在文中并未提及，所以此題答案為NOT GIVEN。
Question 16
答案： TRUE
關(guān)鍵詞：life, salmon
定位原文: 第3段第3句: “‘Salmon,’ notes writer Susan Ewing…”
解題思路: 通過(guò)題中定位詞可定位于首次出現(xiàn)salmon的第三段。定位處運(yùn)用比喻的手法說(shuō)明大馬哈魚(yú)對(duì)于阿拉斯加意義重大，就像流過(guò)心臟的血液一樣，這與題目中的dependent on(依賴于)對(duì)應(yīng)，故此題答案為TRUE。
Question 17
答案：NOT GIVEN
關(guān)鍵詞：ninety per cent, Pacific salmon
定位原文: 第3段倒數(shù)第3句: “All five species of Pacific salmon…”
解題思路: 此題定位詞均在文中以原詞出現(xiàn)，定位句介紹了在阿拉斯加水域產(chǎn)卵的五種太平洋大馬哈魚(yú)，并指出被捕撈的太平洋大馬哈魚(yú)有90%都產(chǎn)自此水域。而題目卻將產(chǎn)自此水域的五種魚(yú)等同為一種，是典型的“由文到題范圍縮小型”，故此題答案為NOT GIVEN。
Question 18
答案： TRUE
關(guān)鍵詞：Alaska, in 2000
定位原文: 第3段末句: “During 2000, commercial catches…”
解題思路: 根據(jù)順序原則可迅速定位此題，且定位句和題目?jī)?nèi)容一致，文章中的exceeded與題目中的more than屬于同義轉(zhuǎn)述。故此題答案為TRUE。
Question 19
答案：TRUE
關(guān)鍵詞：Between 1940 and 1959, Alaska's salmon population
定位原文: 第4段第2句: “Between 1940 and 1959...”
解題思路: 定位詞均以原詞出現(xiàn)，定位句指出：在1940到1959年間，過(guò)度捕撈導(dǎo)致大馬哈魚(yú)總量大跌，這與題目完全一致。文章中的crashes與題目中的sharp decrease屬于同義轉(zhuǎn)述。故此題答案為TRUE。
Question 20
答案： FALSE
關(guān)鍵詞：1990s, average number
定位原文: 第4段末句：“…during the 1990s, annual harvests were…”
解題思路: 根據(jù)年代可迅速定位于第四段末句，定位句指出年捕撈量超過(guò)(in excess of)1億，還有些年份為2億，而題目則說(shuō)平均為1億，故此題答案為FALSE。
Question 21
答案： G
關(guān)鍵詞：biologists, adult fish
定位原文: 第5段第2句：“There are biologists throughout the state…”
解題思路: 此題定位較易，但解題較難。由定位句可知生物學(xué)家從成年魚(yú)類開(kāi)始產(chǎn)卵時(shí)對(duì)其進(jìn)行監(jiān)控，但是并未直接指出其目的，考生只能通過(guò)理解該段上下文分析得出：生物學(xué)家的監(jiān)控是“當(dāng)季捕撈盈余為本”管理方法的一部分，而這項(xiàng)管理帶來(lái)了魚(yú)量的增加，從而得出生物學(xué)家的目的是監(jiān)控魚(yú)是否充足(abundance)。通過(guò)掃描選項(xiàng)關(guān)鍵詞，只有G選項(xiàng)關(guān)鍵詞能與之對(duì)應(yīng)：to ensure that fish numbers are sufficient(對(duì)應(yīng)abundance)to permit fishing。故正確答案為G
Question 22
答案：E
關(guān)鍵詞：authority
定位原文: 第5段倒數(shù)第2句: “..., but on any given day, one or more field biologists…”
解題思路: 此題定位較難，考生應(yīng)使用排除法，最后解決這道題定位句指出生物學(xué)家可以制止(halt)捕魚(yú)行為。通過(guò)掃描選項(xiàng)關(guān)鍵同，只有E選項(xiàng)關(guān)鍵詞能與之對(duì)應(yīng)：to stop(對(duì)應(yīng)halt)people fishing for sport。故正確答案為E
Question 23
答案： B
關(guān)鍵詞：allowed
定位原文: 第5段末句: “It is this management mech?anism that…”
解題思路: 此題按照順序原則可迅速定位，定位句指出該項(xiàng)管理手段使得阿拉斯加的大馬哈魚(yú)漁業(yè)開(kāi)始繁榮(prosper)。通過(guò)掃描選項(xiàng)關(guān)鍵詞，只有B選項(xiàng)關(guān)鍵詞能與之對(duì)應(yīng)：to be successful(對(duì)應(yīng)prosper)。故正確答案為B。
Question 24
答案：A
關(guān)鍵詞：MSC, established
定位原文: 第6段第2句: “The Council, which was found in 1996, certifies…”
解題思路: 要定位此題，必須先辨識(shí)出established在文中的同義轉(zhuǎn)述was found，定位句指出MSC會(huì)認(rèn)證滿足高環(huán)保標(biāo)準(zhǔn)的漁場(chǎng);通過(guò)掃描選項(xiàng)關(guān)鍵詞，只有A選項(xiàng)關(guān)鍵詞能與之對(duì)應(yīng)：to recognize(對(duì)應(yīng)certifies)fisheries that care for the environment (對(duì)應(yīng) meet high environmental standards)。故正確答案為A
Question 25
答案：K
關(guān)鍵詞：the state
定位原文: 第8段末句: “However, the state reacted quickly…”
解題思路: 通過(guò)題干主語(yǔ)可快速定位，通過(guò)掃描定位句和剩余選項(xiàng)可以很快看出K選項(xiàng)“to close down all fisheries”與原文幾乎完全一致。故正確答案為K
Question 26
答案：F
關(guān)鍵詞：seven Alaska salmon
定位原文: 第9段第2句: “Seven companies producing Alaska salmon were…”
解題思路: 此題定位句指出題目中提到的7家公司被授權(quán)可以在自己的產(chǎn)品上使用MSC的標(biāo)志。通過(guò)掃描選項(xiàng)關(guān)鍵詞及剩余選項(xiàng)，發(fā)現(xiàn)F選項(xiàng)“to label(對(duì)應(yīng) display)their products using the MSC logo” 幾乎與原文一致。故正確答案為F
Test 4 Passage 3
Question 27
答案： D
關(guān)鍵詞：sleeping in the mountains
定位原文: 對(duì)應(yīng)第1段前2句: “In general, it is plausible to…”
解題思路: 第1段前2句先指出人類似乎(plausible意為“貌似真實(shí)的”)更喜歡安靜， 然后利用yet轉(zhuǎn)折引出在山區(qū)睡覺(jué)會(huì)因?yàn)樘察o而難以入睡。此題使用排除法能很快解題：A中的“喜歡噪音不喜歡寧?kù)o”文章并未提及;B中的“瞬間產(chǎn)生的奇怪聲音”在定位句中也末提及;C中的“人喜歡睡覺(jué)時(shí)聽(tīng)噪音”也未提及;只有D 選項(xiàng)符合文意，其中adapted to a higher noise level對(duì)應(yīng)文中的adjust(調(diào)節(jié))，因?yàn)槌鞘性胍糨^大，所以在山里睡覺(jué)時(shí)需要調(diào)節(jié)適應(yīng)。正確答案：D。
Question 28
答案：C
關(guān)鍵詞：Glass and Singer
定位原文: 對(duì)應(yīng)第1段最后2句: “The noise was quite disruptive…Their physiological arousal…”
解題思路: 這兩句說(shuō)的是：起初，噪音讓人心煩意亂。但在大約四分鐘后，被研究者就能像那些未處于噪音之中的對(duì)照實(shí)驗(yàn)組一樣很好地工作。他們的生理反應(yīng)也迅速的消退到與對(duì)照實(shí)驗(yàn)組相當(dāng)?shù)乃健Ｕ_答案：C。
Question 29
答案： A
關(guān)鍵詞：high noise levels，not... interfere with
定位原文: 第2段首句: “But there are limits to adaptation…” 但如果要求試驗(yàn)對(duì)象同時(shí)專注幾項(xiàng)任務(wù)時(shí)，其對(duì)噪音的適應(yīng)能力就會(huì)到達(dá)極限，噪音也會(huì)變得更加讓人心煩意亂。
解題思路: 從第2句開(kāi)始就開(kāi)始舉例(For example)，因此例子之前的引導(dǎo)句就是解題句。噪音干擾同時(shí)專注多項(xiàng)任務(wù)的人，則A選項(xiàng)就可能不被干擾，為正確答案，其他三個(gè)選項(xiàng)都是原文出現(xiàn)的內(nèi)容，都是包含多項(xiàng)任務(wù)的選項(xiàng)。正確答案：A。
Question 30
答案： B
關(guān)鍵詞：Glass and Singer, circumstances
定位原文: 第3段第2句：“We are much more able to…”
解題思路: 空格所填詞為noise的修飾詞，于是答案只限于BCDGJ。由題目所在句句意分析，可得出空格所填詞應(yīng)與intense構(gòu)成反義關(guān)系。經(jīng)過(guò)篩選可以確定答案為B選項(xiàng)：unexpected。另外，通過(guò)比較題目和文中定位處的對(duì)應(yīng)關(guān)系，可得出題中in which____occurs對(duì)應(yīng)文中with unexpected intrusions，也能選出正確答案B
Question 31
答案：D
關(guān)鍵詞：all
定位原文: 第3段第4句: “For some subjects, the bursts were…”
解題思路: 按照順序原則在第30題后掃描定位詞可以迅速定位。空格所填詞為noise的修飾詞，答案也只可能為BCDGJ，在這五個(gè)選項(xiàng)中只有D選項(xiàng)與原文the same amount一致，故正確答案為D。
Question 32
答案：F
關(guān)鍵詞：predictable group, unpredictable group
定位原文: 第3段倒數(shù)第3句: “Subjects reported finding the predictable and…”
解題思路: 此題定位同樣可按照順序原則。該題空格前后為兩類人，因此中間應(yīng)填同為比較關(guān)系，故答案只能為EFHI。通過(guò)掃描文中對(duì)應(yīng)點(diǎn)：可發(fā)現(xiàn)兩種人 performed at about the same level, 因此只能選擇F選項(xiàng)
Question 33
答案：I
關(guān)鍵詞：written material
定位原文: 第3段最后一句: “As shown in Table 1…”
解題思路: 通過(guò)分析空格前后內(nèi)容，可知空格內(nèi)須填寫處在可預(yù)測(cè)性噪音和非可預(yù)測(cè)性噪音中的兩類人的比較關(guān)系，答案只能為EFHI?？梢栽谖闹袑?duì)應(yīng)點(diǎn)后掃描出相關(guān)比較關(guān)系：produced more errors，選項(xiàng)中只有I中的關(guān)鍵詞made more mistakes與之相符, 故答案為I
Question 34
答案： B
關(guān)鍵詞：fatigue
定位原文: 第4段: “Apparently, unpredictable noise produces…”
解題思路: 此題定位詞在文中原詞出現(xiàn)，且題目空格所填詞為造成疲勞(fatigue)的噪音類別，顯然對(duì)應(yīng)原文中的unpredictable noise。正確答案為B。
Question 35
答案： A
關(guān)鍵詞：difficult at first
定位原文: 第1段倒數(shù)第2句: “The noise was quite disruptive at first…” 起初，噪音讓人心煩意亂。
解題思路: 掃描到定位詞disruptive at first，與第35題相符。再往上回溯第1段第4句，提到是發(fā)現(xiàn)是 “ Glass and Singer (1972) exposed people to…” 故答案為A
Question 36
答案： D
關(guān)鍵詞：long-term exposure, changes
定位原文: 末段倒數(shù)第2句: “A follow-up study showed that… in the quiet schools (Cohen et al, 1981)” 另外一項(xiàng)跟蹤研究表明，和那些一直在安靜學(xué)校上學(xué)的孩子相比，即使喧鬧學(xué)校的孩子們搬到安靜一些的學(xué)校待上一年以后，他們還是難以集中注意力。
解題思路: 36題中關(guān)鍵詞在D選項(xiàng)研究者的研究結(jié)果中全部出現(xiàn)，且含義一致.故答案為D
Question 37
答案：A
關(guān)鍵詞：make it stop
定位原文: 第5段第2句、第3句: “If the individual knows that… This is true even…the noise off (Glass and Singer, 1972)”
解題思路: 定位處關(guān)鍵詞control與第35題中make it stop對(duì)應(yīng)，故答案為A
Question 38
答案：E
關(guān)鍵詞：high-pitched, low-pitched
定位原文: 無(wú)
解題思路: 文中對(duì)應(yīng)處均未提及噪音分貝高低問(wèn)題，故此題通過(guò)排除法只能選擇E。
Question 39
答案：B
關(guān)鍵詞：three tasks
定位原文: 定位于第2段第2句: “For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time... (Broadbent, 1957)” 例如，如果每個(gè)試驗(yàn)對(duì)象需要同時(shí)監(jiān)視三個(gè)刻度盤，那么高分貝噪音就會(huì)嚴(yán)重干擾他們完成工作
解題思路: 定位處monitor three dials at a time 與第39題中perform three tasks at the same time相對(duì)應(yīng)。故答案為B。
Question 40
答案：C
關(guān)鍵詞：repeat numbers, another task
定位原文: 定位于第二段末句: “... but it did interfere with the subject's ability to repeat numbers while tracking (Finkelman and Glass, 1970).” 但如果讓實(shí)驗(yàn)對(duì)象在追蹤的同時(shí)重復(fù)數(shù)字，那么噪音對(duì)他們的影響就很大了。
解題思路: 定位處tracking對(duì)應(yīng)第40題中carrying out another task。故答案為C。
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