剑桥雅思阅读10真题解析(test2)

楚薇分享 2020-06-13 12:27:50

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剑桥雅思阅读10原文(test2)

　　READING PASSAGE 1

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

　　Questions 1-7

　　Reading Passage 1 has seven paragraphs, A-G.

　　Choose the correct heading for each paragraph from the list of headings below.

　　Write the correct number，i-ix，in boxes 1-7 on your answer sheet

　　List of Headings

　　i The search for the reasons for an increase in population

　　ii Industrialisation and the fear of unemployment

　　iii The development of cities in Japan

　　iv The time and place of the Industrial Revolution

　　v The cases of Holland, France and China

　　vi Changes in drinking habits in Britain

　　vii Two keys to Britain’s industrial revolution

　　viii Conditions required for industrialisation

　　ix Comparisons with Japan lead to the answer

　　1 Paragraph A

　　2 Paragraph B

　　3 Paragraph C

　　4 Paragraph D

　　5 Paragraph E

　　6 Paragraph F

　　7 Paragraph G

　　Tea and the Industrial Revolution

　　A Cambridge professor says that a change in drinking babits was the reason for the Industrial Revolution in Britain. Anjana Abuja reports

　　A Alan Macfarlane, professor of anthropological science at King’s College, Cambridge, has, like other historians, spent decades wrestling with the enigma of the Industrial Revolution. Why did this particular Big Bang — the world-changing birth of industry — happen in Britain? And why did it strike at the end of the 18th century?

　　B Macfarlane compares the puzzle to a combination lock. ‘There are about 20 different factors and all of them need to be present before the revolution can happen,’ he says. For industry to take off, there needs to be the technology and power to drive factories, large urban populations to provide cheap labour, easy transport to move goods around, an affluent middle-class willing to buy mass-produced objects, a market-driven economy and a political system that allows this to happen. While this was the case for England, other nations, such as Japan, the Netherlands and France also met some of these criteria but were not industrialising. ‘All these factors must have been necessary but not sufficient to cause the revolution,’ says Macfarlane. ‘After all, Holland had everything except coal while China also had many of these factors. Most historians are convinced there are one or two missing factors that you need to open the lock.’

　　C The missing factors, he proposes, are to be found in almost even kitchen curpboard. Tea and beer, two of the nation’s favourite drinks, fuelled the revolution. The antiseptic properties of tannin, the active ingredient in tea, and of hops in beer — plus the fact that both are made with boiled water — allowed urban communities to flourish at close quarters without succumbing to water-borne diseases such as dysentery. The theory sounds eccentric but once he starts to explain the detective work that went into his deduction, the scepticism gives way to wary admiration. Macfarlane’s case has been strengthened by support from notable quarters — Roy Porter, the distinguished medical historian, recently wrote a favourable appraisal of his research.

　　D Macfarlane had wondered for a long time how the Industrial Revolution came about. Historians had alighted on one interesting factor around the mid-18th century that required explanation. Between about 1650 and 1740，the population in Britain was static. But then there was a burst in population growth. Macfarlane says: ‘The infant mortality rate halved in the space of 20 years, and this happened in both rural areas and cities, and across all classes. People suggested four possible causes. Was there a sudden change in the viruses and bacteria around? Unlikely. Was there a revolution in medical science? But this was a century before Lister’s revolution_ Was there a change in environmental conditions? There were improvements in agriculture that wiped out malaria, but these were small gains. Sanitation did not become widespread until the 19th century. The only option left is food. But the height and weight statistics show a decline. So the food must have got worse. Efforts to explain this sudden reduction in child deaths appeared to draw a blank.’

　　E This population burst seemed to happen at just the right time to provide labour for the Industrial Revolution. ‘When you start moving towards an industrial revolution, it is economically efficient to have people living close together,’ says Macfarlane. ‘But then you get disease, particularly from human waste.’ Some digging around in historical records revealed that there was a change in the incidence of water-borne disease at that time, especially dysentery. Macfarlane deduced that whatever the British were drinking must have been important in regulating disease. He says, ‘We drank beer. For a long time, the English were protected by the strong antibacterial agent in hops, which were added to help preserve the beer. But in the late 17th century a tax was introduced on malt, the basic ingredient of beer. The poor turned to water and gin and in the 1720s the mortality rate began to rise again. Then it suddenly dropped again. What caused this?’

　　F Macfarlane looked to Japan, which was also developing large cities about the same time, and also had no sanitation. Water-borne diseases had a much looser grip on the Japanese population than those in Britain. Could it be the prevalence of tea in their culture? Macfarlane then noted that the history of tea in Britain provided an extraordinary coincidence of dates. Tea was relatively expensive until Britain started a direct clipper trade with China in the early 18th century. By the 1740s, about the time that infant mortality was dipping, the drink was common. Macfarlane guessed that the fact that water had to be boiled, together with the stomach-purifying properties of tea meant that the breast milk provided by mothers was healthier than it had ever been. No other European nation sipped tea like the British, which, by Macfarlane’s logic, pushed these other countries out of contention for the revolution.

　　G But, if tea is a factor in the combination lock, why didn’t Japan forge ahead in a tea-soaked industrial revolution of its own? Macfarlane notes that even though 17th-century Japan had large cities, high literacy rates, even a futures market, it had turned its back on the essence of any work-based revolution by giving up labour-saving devices such as animals, afraid that they would put people out of work. So, the nation that we now think of as one of the most technologically advanced entered the 19th century having ‘abandoned the wheel’.

　　_oseph Lister was the first doctor to use antiseptic techniques during surgical operations to prevent infections.

　　Questions 8-13

　　Do the following statements agree with the information given in Reading Passage 1?

　　In boxes 8-13 on your answer sheet, write

　　TRUE if the statement agrees with the information

　　FALSE if the statement contradicts the information

　　NOT GIVEN if there is no information on this

　　8 China’s transport system was not suitable for industry in the 18th century.

　　9 Tea and beer both helped to prevent dysentery in Britain.

　　10 Roy Porter disagrees with Professor Macfarlane’s findings.

　　11 After 1740，there was a reduction in population in Britain.

　　12 People in Britain used to make beer at home.

　　13 The tax on malt indirectly caused a rise in the death rate.

　　READING PASSAGE 2

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

　　Gifted children and learning

　　A Internationally, ‘giftedness’ is most frequently determined by a score on a general intelligence test, known as an IQ test, which is above a chosen cutoff point, usually at around the top 2-5%. Children’s educational environment contributes to the IQ score and the way intelligence is used. For example, a very close positive relationship was found when children’s IQ scores were compared with their home educational provision (Freeman, 2010). The higher the children’s IQ scores, especially over IQ 130, the better the quality of their educational backup, measured in terms of reported verbal interactions with parents, number of books and activities in their home etc. Because IQ tests are decidedly influenced by what the child has learned, they are to some extent measures of current achievement based on age-norms; that is, how well the children have learned to manipulate their knowledge and know-how within the terms of the test. The vocabulary aspect, for example, is dependent on having heard those words. But IQ tests can neither identify the processes of learning and thinking nor predict creativity.

　　B Excellence does not emerge without appropriate help. To reach an exceptionally high standard in any area very able children need the means to learn, which includes material to work with and focused challenging tuition — and the encouragement to follow their dream. There appears to be a qualitative difference in the way the intellectually highly able think, compared with more average-ability or older pupils, for whom external regulation by the teacher often compensates for lack of internal regulation. To be at their most effective in their self-regulation, all children can be helped to identify their own ways of learning — metacognition — which will include strategies of planning, monitoring, evaluation, and choice of what to learn. Emotional awareness is also part of metacognition, so children should be helped to be aware of their feelings around the area to be learned, feelings of curiosity or confidence, for example.

　　C High achievers have been found to use self-regulatory learning strategies more often and more effectively than lower achievers, and are better able to transfer these strategies to deal with unfamiliar tasks. This happens to such a high degree in some children that they appear to be demonstrating talent in particular areas. Overviewing research on the thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor’s problem succinctly: ‘If they [the gifted] merely think more quickly, then we need only teach more quickly. If they merely make fewer errors, then we can shorten the practice’. But of course, this is not entirely the case; adjustments have to be made in methods of learning and teaching, to take account of the many ways individuals think.

　　D Yet in order to learn by themselves, the gifted do need some support from their teachers. Conversely, teachers who have a tendency to ‘overdirect’ can diminish their gifted pupils’ learning autonomy. Although ‘spoon-feeding’ can produce extremely high examination results, these are not always followed by equally impressive life successes. Too much dependence on the teachers risks loss of autonomy and motivation to discover. However, when teachers help pupils to reflect on their own learning and thinking activities, they increase their pupils’ self-regulation. For a young child, it may be just the simple question ‘What have you learned today?’ which helps them to recognise what they are doing. Given that a fundamental goal of education is to transfer the control of learning from teachers to pupils, improving pupils’ learning to learn techniques should be a major outcome of the school experience, especially for the highly competent. There are quite a number of new methods which can help, such as child-initiated learning, ability-peer tutoring, etc. Such practices have been found to be particularly useful for bright children from deprived areas.

　　E But scientific progress is not all theoretical, knowledge is a so vital to outstanding performance: individuals who know a great deal about a specific domain will achieve at a higher level than those who do not (Elshout, 1995). Research with creative scientists by Simonton (1988) brought him to the conclusion that above a certain high level, characteristics such as independence seemed to contribute more to reaching the highest levels of expertise than intellectual skills, due to the great demands of effort and time needed for learning and practice. Creativity in all forms can be seen as expertise mixed with a high level of motivation (Weisberg, 1993).

　　F To sum up, learning is affected by emotions of both the individual and significant others. Positive emotions facilitate the creative aspects of learning and negative emotions inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force in scientific advance, because it motivates problem-solving behaviour. In Boekaerts’ (1991) review of emotion the learning of very high IQ and highly achieving children, she found emotional forces in harness. They were not only curious, but often had a strong desire to control their environment, improve their learning efficiency and increase their own learning resources.

　　Questions 14-17

　　Reading Passage 2 has six paragraphs, A-F.

　　Which paragraph contains the following information?

　　Write the correct letter, A-F, in boxes 14-17 on your answer sheet.

　　NB You may use any letter more than once.

　　14 a reference to the influence of the domestic background on the gifted child

　　15 reference to what can be lost if learners are given too much guidance

　　16 a reference to the damaging effects of anxiety

　　17 examples of classroom techniques which favour socially-disadvantaged children

　　Questions 18-22

　　Look at the following statements (Questions 18-22) and the list of people below.

　　Match each statement with the correct person or people, A-E.

　　Write the correct letter, A-E, in boxes 18-22 on your answer sheet.

　　18 Less time can be spent on exercises with gifted pupils who produce accurate work.

　　19 Self-reliance is a valuable tool that helps gifted students reach their goals.

　　20 Gifted children know how to channel their feelings to assist their learning.

　　21 The very gifted child benefits from appropriate support from close relatives.

　　22 Really successful students have learnt a considerable amount about their subject.

　　List of People

　　A Freeman

　　B Shore and Kanevsky

　　C Elshout

　　D Simonton

　　E Boekaerts

　　Questions 23-26

　　Complete the sentences below.

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

　　Write your answers in boxes 23-26 on your answer sheet

　　23 One study found a strong connection between children’s IQ and the availability of and

　　at home.

　　24 Children of average ability seem to need more direction from teachers because they do not have

　　25 Metacognition involves children understanding their own learning strategies, as well as developing

　　26 Teachers who rely on what is known as often produce sets of impressive grades in class tests.

　　READING PASSAGE 3

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

　　Museums of fine art and their public

　　The fact that people go to the Louvre museum in Paris to see the original painting Mona Lisa when they can see a reproduction anywhere leads us to question some assumptions about the role of museums of fine art in today’s world

　　One of the most famous works of art in the world is Leonardo da Vinci’s Mona Lisa. Nearly everyone who goes to see the original will already be familiar with it from reproductions, but they accept that fine art is more rewardingly viewed in its original form.

　　However, if Mona Lisa was a famous novel, few people would bother to go to a museum to read the writer’s actual manuscript rather than a printed reproduction. This might be explained by the fact that the novel has evolved precisely because of technological developments that made it possible to print out huge numbers of texts, whereas oil paintings have always been produced as unique objects. In addition, it could be argued that the practice of interpreting or ‘reading’ each medium follows different conventions. With novels, the reader attends mainly to the meaning of words rather than the way they are printed on the page, whereas the ‘reader’ of a painting must attend just as closely to the material form of marks and shapes in the picture as to any ideas they may signify.

　　Yet it has always been possible to make very accurate facsimiles of pretty well any fine art work. The seven surviving versions of Mona Lisa bear witness to the fact that in the 16th century, artists seemed perfectly content to assign the reproduction of their creations to their workshop apprentices as regular ‘bread and butter’ work. And today the task of reproducing pictures is incomparably more simple and reliable, with reprographic techniques that allow the production of high-quality prints made exactly to the original scale, with faithful colour values, and even with duplication of the surface relief of the painting.

　　But despite an implicit recognition that the spread of good reproductions can be culturally valuable, museums continue to promote the special status of original work.

　　Unfortunately, this seems to place severe limitations on the kind of experience offered to visitors.

　　One limitation is related to the way the museum presents its exhibits. As repositories of unique historical objects, art museums are often called ‘treasure houses’. We are reminded of this even before we view a collection by the presence of security guards, attendants, ropes and display cases to keep us away from the exhibits. In many cases, the architectural style of the building further reinforces that notion. In addition, a major collection like that of London’s National Gallery is housed in numerous rooms, each with dozens of works, any one of which is likely to be worth more than all the average visitor possesses. In a society that judges the personal status of the individual so much by their material worth, it is therefore difficult not to be impressed by one’s own relative ‘worthlessness’ in such an environment.

　　Furthermore, consideration of the ‘value’ of the original work in its treasure house setting impresses upon the viewer that, since these works were originally produced, they have been assigned a huge monetary value by some person or institution more powerful than themselves. Evidently, nothing the viewer thinks about the work is going to alter that value, and so today’s viewer is deterred from trying to extend that spontaneous, immediate, self-reliant kind of reading which would originally have met the work.

　　The visitor may then be struck by the strangeness of seeing such diverse paintings, drawings and sculptures brought together in an environment for which they were not originally created. This ‘displacement effect’ is further heightened by the sheer volume of exhibits. In the case of a major collection, there are probably more works on display than we could realistically view in weeks or even months.

　　This is particularly distressing because time seems to be a vital factor in the appreciation of all art forms. A fundamental difference between paintings and other art forms is that there is no prescribed time over which a painting is viewed. By contrast, the audience encounters an opera or a play over a specific time, which is the duration of the performance. Similarly, novels and poems are read in a prescribed temporal sequence, whereas a picture has no clear place at which to start viewing, or at which to finish. Thus art works themselves encourage us to view them superficially, without appreciating the richness of detail and labour that is involved.

　　Consequently, the dominant critical approach becomes that of the art historian, a specialised academic approach devoted to ‘discovering the meaning’ of art within the cultural context of its time. This is in perfect harmony with the museum’s function, since the approach is dedicated to seeking out and conserving ‘authentic’, ‘original’ readings of the exhibits. Again, this seems to put paid to that spontaneous, participatory criticism which can be found in abundance in criticism of classic works of literature, but is absent from most art history.

　　The displays of art museums serve as a warning of what critical practices can emerge when spontaneous criticism is suppressed. The museum public, like any other audience, experience art more rewardingly when given the confidence to express their views. If appropriate works of fine art could be rendered permanently accessible to the public by means of high-fidelity reproductions, as literature and music already are, the public may feel somewhat less in awe of them. Unfortunately, that may be too much to ask from those who seek to maintain and control the art establishment.

　　Questions 27-31

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

　　Write the correct letter, A-L, in boxes 27-31 on your answer sheet.

　　The value attached to original works of art

　　People go to art museums because they accept the value of seeing an original work of art. But they do not go to museums to read original manuscripts of novels, perhaps because the availability of novels has depended on 27 for so long, and also because with novels, the 28 are the most important thing.

　　However, in historical times artists such as Leonardo were happy to instruct 29 to produce copies of their work and these days new methods of reproduction allow excellent replication of surface relief features as well as colour and 30

　　It is regrettable that museums still promote the superiority of original works of art, since this may not be in the interests of the 31

　　A institution B mass production C mechanical processes

　　D public E paints F artist

　　G size H underlying ideas I basic technology

　　J readers K picture frames L assistants

　　Questions 32-35

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

　　Write the correct letter in boxes 32-35 on your answer sheet

　　32 The writer mentions London’s National Gallery to illustrate

　　A the undesirable cost to a nation of maintaining a huge collection of art.

　　B the conflict that may arise in society between financial and artistic values.

　　C the negative effect a museum can have on visitors’ opinions of themselves.

　　D the need to put individual well-being above large-scale artistic schemes.

　　33 The writer says that today, viewers may be unwilling to criticise a work because

　　A they lack the knowledge needed to support an opinion.

　　B they fear it may have financial implications.

　　C they have no real concept of the work’s value.

　　D they feel their personal reaction is of no significance.

　　34 According to the writer, the ‘displacement effect’ on the visitor is caused by

　　A the variety of works on display and the way they are arranged.

　　B the impossibility of viewing particular works of art over a long period.

　　C the similar nature of the paintings and the lack of great works.

　　D the inappropriate nature of the individual works selected for exhibition.

　　35 The writer says that unlike other forms of art, a painting does not

　　A involve direct contact with an audience.

　　B require a specific location for a performance.

　　C need the involvement of other professionals.

　　D have a specific beginning or end.

　　Questions 36-42

　　Do the following statements agree with the views of the writer in Reading Passage 3?

　　In boxes 36-40 on your answer sheet, write

　　YES if the statement agrees with the views of the writer

　　NO if the statement contradicts the views of the writer

　　NOT GIVEN if it is impossible to say what the writer thinks about this

　　36 Art history should focus on discovering the meaning of art using a range of media.

　　37 The approach of art historians conflicts with that of art museums.

　　38 People should be encouraged to give their opinions openly on works of art.

　　39 Reproductions of fine art should only be sold to the public if they are of high quality.

　　40 In the future, those with power are likely to encourage more people to enjoy art.

　　剑桥雅思阅读10原文参考译文(test2)

　　Passage 1参考译文：

　　茶与工业革命

　　一个剑桥教授称英国工业革命的导火索是饮水习性的改变。

　　——Anjana Ahuja 报道

　　A.Alan Macfarlane，剑桥大学国王学院的一位人类学教授，正如其他的历史学家那样，他已经花费数十年的时间来攻克工业革命这个来解之迷。为何这个独特的大爆炸能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏是发生在18世纪末?

　　B.Macfarlane把这个未解之谜比作是密码锁。他说：“大约有20种不同的因素，而且所有的这些因素在工业革命发生之前就已存在。”由于工业已经腾飞需要科技生产力及能源来推动工厂的发展，大量的城市人口提供廉价的劳动力，有方便快捷的交通运输来转运货物，富足的中产阶級愿意购买大规模生产的物品，以及以市场为导向的政治经济体系，所有的这些都为此提供了可能性。然而，这些只是发生在英国的例子，至于其他的国家，比如日本、荷兰和法国，也有类似的可能性条件，但是这几个国家最终还是没有发生工业革命(产业化)。“所有的这些因素都是工业革命发生的必需却非充分条件。” Macfarlane说，“毕竞荷兰拥有一切资源，除了煤矿，中国也有很多这些因素。很多历史学家坚信打开这个谜的密码肯定还有一到两个因素是我们遗漏的。”

　　C.那这些我们遗漏的因素，他提出，几乎可以在每个厨房的橱柜中找到。茶和啤酒，这两种在全国最受欢迎的饮料，就是工业革命的导火线。茶中的活性成分单宁，以及啤酒当中的啤酒花，都有杀菌的特性，加之茶和啤酒都是由热水制成，近距离的城市社区繁荣发展，而不受由水引发的疾病的迫害，比如痢疾。这个理论听上去有点奇怪，但是一旦他解释他推理中的探求工作后，怀疑就转变为对其谨慎态度的赞赏。Macfarlane的案例因得到著名的药学历史学家Roy Porter的支持而得以加强，最近Roy Porter写了一篇对此研究的有利评估。

　　D.Macfarlane想知道工业革命是如何发生已经有很长一段时间了。历史学家们偶然发现了一个发生在18世纪中期的需要解释的有趣因素。在大约1650年到1740年间，英国的人口是静止不变的。但是在那时(18世纪中期)，英国的人口是爆发增长的。Macfarlane说：“婴儿死亡率在20年间减少一半，并且同时发生在乡村和城市，贯穿所有的阶级。人们觉得有四种原因导致这种现象发生。有没有可能是病毒和细菌的突然变异?不可能。当时有发生医学科学的革命吗?当时确实有一种可以消灭疟疾的农业进步，但是这些只是一些小进步。直到19世纪的时候，卫生系统才得以传播开来。排除这些因素后，剩余的唯一可能就只有食物了。新生儿的身高和体重都显示了下降。因此，食物肯定也变得更糟。所有寻找造成儿童死亡率突然降低的努力都一无所获。

　　E.人口的爆发看起来刚好就发生在工业革命需要大量劳动力的这个契机。“当社会朝着产业化前进时，人们近距离地生活在一起是经济有效的，” Macferlane说，“但是当时人若生病了，很可能是来自于人们的排泄物。一些历史记录揭示了当时水污染疾病的发生率发生了改变，特别是痢疾。Macfarlane发现，无论当时英国人喝的是什么，喝的这个东西都会对调节疾病发生率很重要。他说：“我们喝啤酒。很久以来，英国人都被啤酒酒花中强大的抗生素所保护，这种酒花是加在啤酒中用以保存啤酒的。但在17世纪末，麦芽开始收税，这是啤酒的基本组成部分。穷人因此转向喝水和松子酒，在18世纪20年代人口的死亡率又开始上升。然后又突然再次下降。是什么造成这种现象?”

　　F.Macfarlane研究日本，此时的日本也是向大城市发展，也没有卫生系统的发展。水污染疾病并没有像英国那样对曰本的人口造成很大的影响。会是茶在日本文化中普遍存在的缘故吗? Macfarlane由此指出，在英国，茶的历史提供了一个意外的巧合。茶的价格是相对很贵的，直到1S世纪的早期，英国对中国开始了贸易的黄金时代。1740年，也就是婴儿死亡率开始下降的时期，饮茶是很寻常的。Macfarlane猜测是水被煮沸，同时茶清肠胃的特性意味着母乳与以往相比更健康。欧洲没有任何一个国家像英国这样嗜茶，也就是，按照Macfarlane的逻辑，欧洲的这些国家没有获得在产业革命中名列前茅的机会。

　　G.但是，如果茶是一个密码锁的因素，那为什么日本没有在它自己浸染茶文化中稳步前进地发生工业革命? Macfarlane指出尽管在17世纪日本已经有大城市高教育文化率甚至期货市场，日本最终仍然放弃劳动力的替代，比如动物，而回归到工作本位，因为害怕会使人们失业。因此，我们现在认为的科技最进步的国家之一，在进入19世纪时放弃了“工业革命的车轮”。

　　Test 2 Passage 2参考译文：

　　天才儿童与学习

　　A. 国际上我们最经常使用一个通用的智力测试，即智商测试的分数来衡量一个人的天赋，一般需要超过一定的分数，大概达到前2%到5%的程度，才能被认为是有天赋。孩子的教育环境对智商分数和智力的使用途径有很大的帮助。比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman, 20)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的。因为智商测试是会受到孩子所学的内容决定性的影响，这类测试衡量到的是基于他们所处年龄所学到的东西;也就是说，他们是多好地掌握了所有的知识和在这个考试以内涉及的技巧。就词汇而言，很大程度取决于这些学生是否听说过这些词汇。但是智商测试既不能辨识学习和思考过程，也不能预见创造能力。

　　B.适当的帮助才能让人变得优秀。不管在任何领域，为了达到一个极其高的标准，能力强的孩子也需要学习方式，包括学习使用的材料和专注的有挑战性的指导，还需要去鼓励孩子们去追逐自己梦想。看上去智商高、能力强的孩子和那些智力平庸或年纪稍大的小学生之间有着质的区别，因为后者需要老师给出外在的规这以弥补他们自我约束的缺乏。为了达到自我约束的最佳效果，所有的孩子都应该得到帮助以认识自己的学习模式——元认知——这其中包含了学习计划的策略、监督、评估和选择学习的对象。情感认知也是元认知的一部分，所以举个例子来说，孩子必须有人帮助他们认识对即将学习的领域的感受，比如觉得好奇或者自信的感受。

　　C.我们发现优等生更经常和更有效使用自律的学习策略，相比不那么优秀的学生而言，他们也更能够把这些策略利用于不熟悉的任务。这很大程度反映在某些孩子在某些领域展示了自己的才华。纵览关于能力出众的孩子的思维模式的研究(Shore and Kanevsky, 1993)，它更简洁明了地指出教育者的问题：“如果他们(有天赋的孩子)仅仅思考得更快，那么我们需要推进教学的进度。如果他们仅仅越来越少犯错，那么我们需要减少练习的时间。”但是当然，这并不能涵盖所有情况;在教学方法中总有些调整，因为要考虑个体思考的多种方式。

　　D.然而为了自学，聪明的孩子确实需要从他们的老师那里获得更多支持。反言之，那些喜欢“过分指导”的老师会降低有天赋的学生的学习自主性。因为“填鸭式”的教学会产生很好的考试结果，但这并不意味着人生同等的成功。对老师过分的依赖会导致学习自主性和探索欲望的缺失。无论如何，当老师们帮助学生去了解他们自己的想法和学习活动时，他们也增加了孩子的自律性。对一个小孩子而言，这可能就如同“你今天学到了什么”，这个帮助他们认识到自己正在做什么的简单问题一样。考虑到教育的一个基本目标就是将来自老师的控制学习转移给学生，改善学生学习的技巧也是在学校读书过程中的重要收获，尤其对于那些能力很高的孩子。还有很多新的方式可以在一些方面帮助孩子，比如在学习初级阶段、同龄人的能力指导等。我们发现这样的实践对贫困地区的聪明孩子尤其有用。

　　E.但是科学过程并不总是理论式的，知识对一个人优异的表现也是关键的：那些对某一领域认知很深入的人会比对此没有认识的人水平更高(Elshout 1995)。Simonton (1998)关于有创意的科学家的研究让他有了这样一个结论：在一定的水平之上，性格特征诸如独立，比起智力在寻求最高水平的专业知识方面发挥的作用更大，因为学习和练习需要大量的精力和时间。任何方式的创造性都能够被认为是专业和强烈动力的融合(Weisberg，1993)。

　　F.总而言之，学习是会受到个体和其他重要因素的情绪的双重影响的。积极的情绪可以促进学习的创造力，而消极的情绪则抑制了创造力。比如说恐惧会限制好奇心的发展，而好奇心恰恰是科学进步的重要推动力，因为它能够鼓励解决问题的行为。在Boekaert的( 1991)关于在智商很高和学习成果很好的孩子的情绪回顾上，她发现情绪力量是很重要的。他们不仅仅是好奇的，而且经常有强烈的欲望去控制自己的环境，改善学习效率以及增加他们的学习资源。

　　Test 2 Passage 3参考译文：

　　艺术博物馆及其观众

　　当在世界各地都可以看到仿制品的时候，人们还是会去罗浮宫欣赏原版的“蒙娜丽莎”画作，这一事实让我们对关于当今艺术博物馆角色的一些设想存疑。

　　达·芬奇的蒙娜丽莎是世界上最为著名的画作之一。几乎每个去观看原作的人都已通过仿制品熟知这幅作品，但他们承认，欣赏原版的艺术作品是更有价值的。

　　然而，如果“蒙娜丽莎”是本著名小说，少有人会费心去博物馆阅读作者的原版手稿，而会选择阅读打印好的副本。或许这可以解释为：小说的演化恰好是因为技术的进步，从而可以印制出大量的文本，但是油画一直是作为独一无二的物件被制作的。另外，有人会辩驳道，解读或“阅读”不同的媒介应该遵循不同的惯例。对于小说，人们主要关注词句的意思而不是它们被印刷在纸上的方式，然而艺术作品的“读者”必须密切关注图画中所有标记、形状的材质形式和这些形式所象征表达的内容。

　　不过，精美地制作出任何美术作品的高仿品一直都是可能的。现存的七件蒙娜丽莎的作品佐证了一个事实，即在16世纪，艺术家们很乐意把仿制他们作品的工作分配给他们工作室的学徒们，作为他们常规的谋生手段。如今复制画作的工作变得无比简单可靠，因为复印技术能够让我们获得高质量的，与原作尺寸一致、色值相同的印刷品，甚至还可以复制作品表面的浮雕效果。

　　然而，尽管人们默认传播优秀的复制品有宝贵的文化价值，但是艺术博物馆依然宣传真迹的特殊地位。

　　不幸的是，这严重限制了博物馆参观者的体验。

　　其中一个限制是关于博物馆呈现其展品的方式。作为独一无二的历史物品的储藏地，艺术博物馆常常被称为“宝库”。这一点在我们参观展览时，有保安、服务人员、绳索和展示柜将我们与展览系列隔离之前，就早已得到提醒。很多情况下，相关建筑的风格强化了这个感受。另外，就像英国伦敦国家美术馆的一个主要的收藏系列，会被存放在无数个房间里，每个房间存放几十件作品，其中任何一件作品的价值可能都要超过普通游客的所有财富。在一个个人地位很大程度上取决于其物质财富的社会，很难让人不因在这个环境中相比而产生的卑微而感到印象深刻。

　　进一步而言，考虑到原版作品能被放在这样的“宝库”所意味着的价值，观众内心是震撼的，因为正是由于它们是原版的，它们才能被某个比他们权威的个人或机构赋予巨大的金钱价值。显然无论现众怎么看待美术作品，也改变不了其价值，因此，现在的参观者拘泥于表达自己直接、即时、自我的作品解读，那种原本一见到作品就产生的原始解读。

　　游客们可能被一种陌生感所震撼，这种震撼感是源于看到多样的油画、绘画作品和雕塑集中置于一个并不是它们被创造的环境里。这种“错位”的效果会被展品的大量数量进一步加强。以一个主要的收藏系列为例，一次展示的作品可能会比我们数星期或者数月所能够看完的还要多。

　　这样的情况特别让人苦恼，因为时间似乎是欣赏所有艺术形式的一个重要因素。在欣赏画作和其他艺术品之间一个最根本的区别就是欣赏画作并没有被赋予具体的欣赏时间。相反的，现众可以有一段具体的时间欣赏话剧或者戏剧，这段时间就是表演的持续时间。类似的是，小说和诗歌也可以在一段有顺序的时间内被读完，然而一幅画没有一个明确开始欣赏和结束的点。因此，艺术画作本身就鼓励人们进行肤浅的欣赏，而人们并不会细细欣赏作品细节的丰富性和背后的辛劳。

　　因此，最具主导性的方式是艺术历史学家的方法，一种专门致力于结合作品时代的文化背景去“寻找艺术品的意义”的专门的学术方法。这种方法与博物馆的功能很好地结合了，因为它是被用于寻找和保护对展品的“可信的”与“原创的”解读。再次，这看上去终结了那些在经典文学作品中大量常见的自发和分享的批判，这类批判在大多数的艺术史中是不存在的。

　　当自发的批评行为被遏制的时候，一旦出现什么批评类的行为，艺术博物馆的展览可以作为一种警示。那些去艺术博物馆参观的人，像其他任何的观众一样，当他们被给予自信去表达他们的观点时，那么他们会觉得鉴赏艺术是更有价值的。如果合适的艺术作品可以永久地通过高仿真的复制品呈现给大众，就像学术文献和音乐一样们也许对这艺术作品会产生更少的敬畏。不幸的是，这也许对那些寻求保持和控制艺术机构的人是太高的要求。

　 剑桥雅思阅读10真题解析(test2)

　　Passage 1

　　Question 1

　　难度及答案：难度低;答案为iv

　　关键词：time and place

　　定位原文：A段最后两句“Why did this…of the 18th century?”为何这个独特的大爆炸——能带来世界性的变化的工业革命——偏偏就发生在英国?为何这个革命又偏偏在18世纪末?

　　解题思路：A 段中提到了 happen in Britain 以及 at the end of thel8th century, 与iv 选项当中的time和place是对应的关系。

　　Question 2

　　难度及答案：难度低;答案为viii

　　关键词：conditions required

　　定位原文：B 段第 2 句 “There are about 20 different…he says.” 他说：“大约有 20种不同的因素，而且所有的这些因素在工革命发生之前就已存在。”

　　解题思路：B段中主要论述的是工业革命在英国发生的前提条件，与其他不同的国家做出了对比。

　　Question 3

　　难度及答案：难度低;答案为vii

　　关键词：Two keys

　　定位原文：C 段第 2 句 “Tea and beer, two of... fuelled the revolution.” 茶和啤酒，这两种在全国最受欢迎的饮料，就是工业革命的导火线。

　　解题思路：C段主要论述的是茶和啤酒在英国工业革命当中的作用。

　　Question 4

　　难度及答案：难度低;答案为i

　　关键词：reasons, an increase in population

　　定位原文：D段第4、6句“But then there was...four possible causes.” 但是在那时(18世纪中期)，英国的人口是爆发增长的……人们觉得有四种原因是导致这种现象发生。

　　解题思路：D段主要论述英国人口快速增长的背后潜在原因。

　　Question 5

　　难度及答案：难度低;答案为vi

　　关键词：Changes, drinking habits

　　定位原文：E段第4、9、10句“Some digging around... it suddenly dropped again.”一些历史记录揭示了当时水污染疾病的发生率发生了改变，特别是痢疾……穷人因此转向喝水和松子酒，在18世纪20年代人口的死亡率又开始上升。然后又突然再次下降。

　　解题思路：E段主要论述英国人饮水习惯的变化和健康水平的变化。

　　Question 6

　　难度及答案：难度低;答案为ix

　　关键词：comparison Japan

　　定位原文：F段第 1、2 句 “Macfarlane looked to…those in Britain.” Macfarlane研究日本，此时的日本也是向大城市发展，也没有卫生系统的发展。水污染疾病并没有像英国那样对日本的人口造成很大的影响。

　　解题思路：F段主要论述的是和日本相比较，从而研究者得出了自己的结论。

　　Question 7

　　难度及答案：难度低;答案为ii :

　　关键词：fear of unemployment

　　定位原文：G 段第 2 句 “Macfarlane notes that…people out of work.” Macfarlane 指出尽管在17世纪日本已经有大城市、高教育文化率，甚至期货市场，日本最终仍然放弃劳动力的替代，比如动物，而回归到工作本位，因为害怕会使人们失业。

　　解题思路：G段主要论述的是日本没有最早发生工业革命的原因是害怕失业。

　　Question 8

　　参考译文：在18世纪的中国，交通系统并不适合工业发展。

　　难度及答案：难度中等;答案为NOT GIVEN

　　关键词：China 、not suitable, the 18th century

　　定位原文：B段倒数第2句“After all... had many of these factors.”毕竟荷兰拥有一切资源, 除了煤矿，中国也有很多这些因素。

　　解题思路：考生利用China这个词可以定位到B段倒数第2句，此句说到中国也有很多这些因素，并没有明确提到交通系统不适合工业发展。

　　Question 9

　　参考译文：茶和啤酒都帮助阻止了痴疾在英国的发生。

　　难度及答案：难度中等;答案为TRUE

　　关键词: dysentery

　　定位原文: C 段第 3 句 “The antiseptic properties…diseases such as dysentery.” 茶中的活性成分单宁，以及啤酒当中的啤酒花，都有杀菌的特性，加之荼和啤酒都是由热水制成，使近距离的城市社区繁荣发展，而不受由水引发的疾病的迫害。比如痢疾。

　　解题思路：考生可以利用tea以及beer以及dysentery定位到C段第3句。但是有些考生难以理解without succumbing to (不向……屈服)，有意识到题目就是这句话的对应改写。

　　Question 10

　　参考译文：Roy Porter不同意Macfarlane教授的调査结果。

　　难度及答案：难度低;答案为FALSE

　　关键词：Roy Porter、disagrees

　　定位原文：C 段最后一句 “Macfarlane’s case has been…of his research.” Macfarlane的案例因得到著名的药学历史学家Roy Porter的支持而得以加强，最近Roy Porter 写了一篇对此研究的有利评估。

　　解题思路: 考生利用Roy Porter可以定位到C段最后一句，判断题目当中的disagrees与原文明显不符。

　　Question 11

　　参考译文：1740年后，英国的人口减少了。

　　难度及答案：难度低;答案为FALSE

　　关键词：After 1740, reduction

　　定位原文：D段第3、4句 “Between about 1650.., burst in population growth.” 在大约 1650年到1740年间，英国的人口是静止不变的。但是在那时(18世纪中期)，英国的人口是爆发增长的。

　　解题思路：考生利用After 1740定位到D段第3、4句，static表示“静态的” ，burst表示“爆发”，与题目中的reduction意思相反。

　　Question 12

　　参考译文：英国人过去在家酿啤酒。

　　难度及答案：难度低;答案为NOT GIVEN

　　关键词：at home

　　定位原文：E 段第 6 句到最后一句 “He says, ‘We drank... What caused this?’” 他说：“我们喝啤酒。很久以来，英国人都被啤酒酒花中强大的抗生素所保护，这种酒花是加在啤酒中用以保存啤酒的。但在17世纪末，麦芽开始收税，这是啤酒的基本组成部分。穷人因此转向喝水和松子酒，在18世纪20年代人的死亡率又开始上升。然后又突然再次下降。是什造成这种现象?”

　　解题思路：E段最后一句说明了英国人喝啤酒，但并未说明英国人在哪里酿造啤酒，所以此题应务NOT GIVEN。

　　Question 13

　　参考译文:对麦芽的征税间接地造成了死亡率的上升。

　　难度及答案:难度高;答案为TRUE

　　关键词：tax on malt、 indirectly、rise in die death rate

　　定位原文：E 段第6 句到最后一句“He says，‘We drank…What caused this?’”他说：“我们喝啤酒。很久以来，英国人都被啤酒酒花中强大的抗生素所保护，这种酒花是加在啤酒中用以保存啤酒的。但在17世纪末，麦芽开始收税，这是啤酒的基本组成部分。人因此转向喝水和松花酒，在18世纪20年代人口的死亡率又开始上升, 突然再次下降。是什么造成这种现象?”

　　解题思路：此句提及因为麦芽征税，所以查人不得不喝水和松子酒，所以死亡率上升了，这种关系是间接的。因此答案是TRUE。

　　Passage 2

　　Question 14

　　参考译文：提到了家庭背景对天才儿童的影响。

　　难度及答案：难度低，答案为A。

　　关键词：domestic background

　　定位原文：A段第3句“For example...home educational provision(Freeman,2010).”比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman,2010).

　　解题思路：题目中的domestic background 与原文中的home educational provision是同义表达，此段后面进一步说明天才儿童与其家庭环境的关系。

　　Question 15

　　参考译文：暗示如果学习者被给予太多指导，某些东西就会缺失。

　　难度及答案：难度低;答案为D

　　关键词：loses、 too much guidance

　　定位原文：D段第2句“Conversely, teachers who have...pupils’ learning autonomy.” 反言之，那些喜欢“过分指导”的老师会降低有天赋学生的学习自主性。

　　解题思路：段落D当中的overdirect相当于题干中的too much guidance，diminish... autonomy 指的就是what can be lost。

　　Question 16

　　参考译文：焦虑的破坏性影响的提及。

　　难度及答案：难度低;答案为F

　　关键词：damaging effects s anxiety

　　定位原文: F段第 2、3 句 “Positive emotions facilitate…it motivates problem-solving behaviour.”积极的情绪可以促进学习的创造力，而消极的情绪则抑制了创造力。比如说恐惧会限制好奇心的发展，而好奇心恰恰是科学进步的重要推动力，因为它能够鼓励解决问题的行为。

　　解题思路：此段中提及了消极情绪，例如fear对好奇心的抑制，不利于好奇心的培养。而题目中的anxiety 与 fear是同义词，都是消极的情绪。

　　Question 17

　　参考译文：有利于社会地位较低的孩子的课堂技巧的例子。

　　难度及答案：难度低;答案为D

　　关键词： techniques 、socially-disadvantaged

　　定位原文： D 段最后一句 “Such practices have been…from deprived areas.” 我们发现这样的实践对贫困地区的聪明孩子尤其有用。

　　解题思路：题目当中的 socially-disadvantaged children 相当于原文中的 children from deprived areas, favour 指的就是 be particularly use for、 classroom techniques对应于原文中的such practices。本题出现了大量的同义替换的设置。

　　Question 18

　　参考译文：能准确完成学习任务的天才学生可以在练习上少花时间。

　　难度及答案：难度低;答案为B

　　关键词： less time 、 accurate work

　　定位原文： C段第3、4句 “Overviewing research on the... teach more quickly.”，纵览关于能力出众的孩子的思维模式的研究(Shore and Kanevsky，1993)，它更精确地指出教育者的问题：“如果他们(有天赋的孩子)仅仅思考得更快，那么我们只需要推进教学的进度。如果他们仅仅越来越少犯错，那么我们需要减少练习的时间。"

　　解题思路：此题型应先浏览全文，快速找到选项中的人名在题目中的位置。题目当中的 accurate work 与原文当中的 fewer errors 相对应。题干当中的 less time spent on exercise 相当于 shorten the practice。所以答案择 B。

　　Question 19

　　参考译文：自我依靠是有价值的工具，它可以帮助天才学生实现目标。

　　难度及答案：难度低;答案为D

　　关键词： self-reliance 、reach their goal

　　定位原文： E段第2句 “Research with creative...for learning and practice.”Simonton(1998)关于有创意的科学家的研究让他有了这样一个结论：在一定的水平之上，性格特征诸如独立，比起智力在寻求最高水平的专业知识方面发挥的作用更大，因为学习和练习需要大量的精力和时间。

　　解题思路：题目当中的self-reliance与文章中的independence是对应的关系，而题目中的 reach their goal 与文中的 reach the highest levels of expertise 也是对应关系。

　　Question 20

　　参考译文：天才学生知道怎么引导他们的情绪从而辅助学习。

　　难度及答案：难度低;答案为E

　　关键词： feeling、 assist、 learning

　　定位原文： F段最后两句 “In Boekaerts’ (1991)... their own learning resources.” 在 Boekaerts (1991)关于在智商很高和学习成果很好的孩子的情绪回顾上，她发现情绪力量是很重要的。他们不仅仅是好奇的，而且经常有强烈的欲望去控制自己的环境，改善学习效率以及增加他们的学习资源。

　　解题思路：题目当中的channel their feeling指的就是原文当中的emotional forces in harness。原文当中最后一句的论述表达的就是控制情绪对学习的辅助作用。

　　Question 21

　　参考译文：特别天才的学生获益于近亲的适当支持。

　　难度及答案：难度高;答案为A

　　关键词： benefit、support、close relatives

　　定位原文： A 段第 3、4 句和 B 段第 1 句 “For example…not emerge without appropriate help，比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman, 2010)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的……适当的帮助才能让人变得优秀。

　　解题思路：此题需联系属于不同段落的两个句子，并且要进一步思考，才能得出题目中的结论，属于比较难的題。

　　Question 22

　　参考译文：真正成功的学生对于他们的学科有一定的认知了解。

　　难度及答案：难度低;答案为C

　　关键词： successful student、a considerable amount、subject

　　定位原文： E 段第 1 句 “But scientific progress…do not (Elshout，1995).”，但是科学过程并不总是理论式的，知识对一个人优异的表现也是关键的：那些对某一领域认知很深入的人会比对此没有认识的人水平更高(Elshout, 1995)。

　　解题思路：题目中的a considerable amount相当于原文中的a great deal about，题目当中的subject与原文中的a specific domain意思相同。

　　Question 23

　　参考译文：一项研究表明儿童的智商与家中___和____的可获得性有深度的关联。

　　难度及答案：难度低;答案为 books (and) activities

　　关键词： connection、at home

　　定位原文： A 段第 3、4 句 “For example…activities in their home etc.” 比如，我们会发现孩子的智商水平和他们所接受的家庭教育有很密切的关联(Freeman，2010)。孩子的智商水平越高，尤其是高于130的时候，他们所得到的预备教育的质量就越高，其质量是以孩子与父母的语言交流，还有他们家中书的数量和活动衡量的。

　　解题思路：此题要填两个表未并列关系的词，考生可以定位at home到A段第3句，发现 a very close positive relationship 与 strong connection 意思一致，此句中可以表示异列关系的只有books和activities。

　　Question 24

　　参考译文：能力平庸的孩子看起来需要更多的教师指导，因为他们没有____.

　　难度及答案：难度中等;答案为 internal regulation/self-regulation

　　关键词： average ability、do not have

　　定位原文： B 段第 3句“There appears to be a …internal regulation.”看上去智商高、能力强的孩子和那些智力平庸或年纪稍大的小学生之间有着质的区别，因为后者会需要老师给出外在的规范以弥补他们自我约束的缺乏。

　　解题思路：题目当中的children of average ability可以定位到原文中B段第3句，而且 lack of与题目当中的do not have是同义替换。因此填写international regulation.

　　Question 25

　　参考译文：元认知涉及儿童对他们学习策略的理解以及开发____.

　　难度及答案：难度中等;答案为 emotional awareness

　　关键词： metacognition、learning strategies

　　定位原文： B段倒数第一句“Emotional awareness is... or confidence for example." 情感认知也是元认知的一部分，所以，举个例子来说，孩子必须有人帮助他们认识对即将学习的领域的感受，比如觉得好奇或者自信的感受。

　　解题思路：考生可以用metacognition来定位到B段的最后一句话，可以知道元认知包括ways of learning会以及 emotional awareness。

　　Question 26

　　参考译文：依靠___教学的老师常常在班级测验中得到喜人的成绩。

　　难度及答案：难度低，答案为spoon-feeding

　　关键词：rely on、 impressive grades

　　定位原文： D 段第 3 句 “Although 'spoon-feeding’ can produce... impressive life successes.” 因为“填鸭式”的教学会产生很好的考试结果，但这并不意昧着人生同等的成功。

　　解题思路: 题目当中的 impressive grades in class tests 相当于文章中的 high examination results，而后者是由spoon feeding 产生(produce ) 的。

　　Passage 3

　　Question 27

　　参考译文： ……也许是因为小说的提供长期依靠____

　　难度及答案：难度难，答案为B

　　关键词: availability、 depend on

　　定位原文：第2段第2句“This might be explained ... As unique objects.”或许这可以解释为：小说的演化恰好是因为技术的进步，从而可以印制出大量的文本，但是油画一直是作为独一无二的物件被制作的。

　　解题思路：题目当中的because of 相当于原文中的be explained by; 原文当中说到technological development made it possible to print out huge numbers of texts，后面一部分指的就是mass production，即大规模的制造。

　　Question 28

　　参考译文： ……也因为___是最重要的事。

　　难度及答案：难度中等;答案为H

　　关键词： also because of、 the most important

　　定位原文：第2段第3、4句“In addition, it could…they may signify.”另外，有人会辩驳道，解读或“阅读”不同的媒介应该遵循不同的惯例。对于小说，人们主要关注词句的意思而不是它们被印刷在纸上的方式，然而艺术作品的“读者”必须密切关注图画中所有标记、形状的材质形式和这些形式所象征表达的内容。

　　解题思路原文当中的in addition相当于题目中的also,对于小说而言( With novels), 人们主要关注于词的意思(attend mainly to the meaning of words),这就是最重要的事。因此H选项当中的underlying ideas (根本的观点)最为恰当。

　　Question 29

　　参考译文： ……因为达?芬奇乐意指导___去制作它的作品的仿制品

　　难度及答案：难度低; 答案为L

　　关键词： happy, instruct, copy

　　定位原文：第3段第2句“The seven surviving versions...as regular ‘bread and butter’ work.”现存的七件蒙娜丽莎的作品佐证了一个事实,即在16 世纪，艺术家们很乐意把仿制他们作品的工作,分配给他们工作室的学徒们，作为他们常规的谋生的手段。

　　解题思路：由对应原文我们发现，artists对于复制品的态度是 perfectly content to the workshop apprentice与 happy to instruct 对应，因此空格处应选与apprentice对应的词汇，因此答案为 assistants.

　　Question 30

　　参考译文： …对表面浮层特点以及顏色和___的良好再现。

　　难度及答案：难度低;答案为G

　　关键词：relief feature, colour、size

　　定位原文：第3段第3句“And today the task... of the painting.”如今复制画作的工作变得无比简单可靠，因为复印技术能够让我们获得高质量的，与原作尺寸一致、色值相间的印刷品，甚至还可以复制作品表面的浮雕效果。

　　解题思路：考生可以利用relief feature、colour等词定位到第3段最后一句，其中original scale (规模)与其他两项是并列的关系，词库当中只有size的意思与scale接近，所以正确答案为G。

　　Question 31

　　参考译文： ……因为这也许对___不利。

　　难度及答案：难度低;答案为D

　　关键词：promote、may not

　　定位原文：第 4、5 段 “But despite an... experience offered to visitors?” 然而，尽管人们默认传播优秀的复制品有宝贵的文化价值，但是艺术博物馆依然宣传真迹的特殊地位。不幸的是，这严重限制了博物馆参观者的体验：

　　解题思路：考生可以利用promote等词定位到第4段，紧接着又说道给visitor的体验带来 severe limitation,这就是对参观者不利。词库当中只有public与visitor的意思接近，所以正确答案为D。

　　Question 32

　　参考译文：本文作者提到英国伦敦国家美术馆是为了解释___

　　难度及答案：难度低;答案为C

　　关键词： National Gallery

　　定位原文：第 6 段第 5、6 句 “In addition, a major…such an environment.” 另外，就像英国伦敦国家美术馆的一个主要的收藏系列，会被存放在无数个房间里，每个房间存放几十件作品，其中任何一件作品的价值可能都要超过普通游客的所有财富。在一个个人地位很大程度上取决于其物质财富的社会，很难让人不因在这个环境中相比而产生的卑微而感到印象深刻。

　　解题思路：利用National Gallery定位到第6段第5句，此句提到了一种现象就是任何一件作品的价值可能都要超过普通游客的所有财富，第6句汫到人们容易感到自卑。这里的 one’s own relative worthlessness 与 C 选项当中的 negative effect... on visitor’s opinions of themselves 相吻合。其他三项均未提及。

　　Question 33

　　参考译文：作者说，如今人们不愿意批判意见作品.是因为___

　　难度及答案：难度高，答案为D

　　关键词： today、unwilling to criticize、because

　　定位原文：第 7 段第 2 句 “Evidently, nothing the... have met the work.” 显然，无论观众怎么看待美术作品，也改变不了其价值，因此，现在的参观者踌路而不敢去做出自发的、即时的以及完全是根据自己所想的那种一看到作品就会产生的解读。

　　解题思路：利用题目当中的today’s viewer以及unwilling等词等位到第7段第2句，be deterred from意思即为“踌躇、不愿意做某事”，本句后半段的开头有and so，就表示前半段是原因。前半句的意思为“无论观众怎么看待美术作品，也改变不了其价值”，与D选项当中的他们的反应毫无重要性可言是对应的关系。

　　Question 34

　　参考译文：根据作者的观点，参观者身上的“错位”效果是由___引起的。

　　难度及答案：难度中等;答案为A

　　关键词： displacement effect、be caused by

　　定位原文：第 8 段第 2、3 句 “This ‘displacement effect’ … weeks or even months.” 这种“错位”的效果会被展品的大量数量进一步加强。以一个主要的收藏系列为例，一次展示的作品可能会比我们数星期或者数月所能够看完的还要多。

　　解题思路：考生可利用displacement effect定位到第8段第2句，此句说到be further heightened by (由……加强)，那么前面的一句话就可能是displacement effect产生的原因了。而第一句讲的是“各种不同的油画、素描以及雕塑被聚集起来放在原本适合它们的之外的环境当中”，与选项A当中“多种多样的作品被展示以及它们成列的方式”是对应的关系。因此正确答案是A。

　　Question 35

　　参考译文: 作者说，跟其他艺术形式不一样，一幅画不____。

　　难度及答案: 难度低;答案为D

　　关键词: unlike、other art forms 、 does not

　　定位原文：第 9 段第 2、3、4 句 “A fundamental difference…at which to finish ” 在欣常画作和其他艺术品之间一个最根本的区别就是欣赏画作并没有被赋予具体的欣赏时间。相反的，观众可以有一段具体的时间欣赏话剧或者戏剧，这段时间就是表演的持续时间。类似的是，小说和诗歌也可以在一段有顺序的时间内被读完然而一幅画却没有一个明确开始欣赏和结束的点。

　　解题思路：考生可利用other art forms定位到第九段第2句，可以看到主要的区别是 no prescribed time,下文又接着讲了没有确定的开始和结束的时间。所以正确答案为D选项。

　　Question 36

　　参考译文：艺术史应该专注于使用不同媒介发掘艺术的意义。

　　难度及答案：难度中;答案为NOT GIVEN

　　关键词： art history、discover the meaning、media

　　定位原文：无

　　解题思路：第9段中提到discover the meaning的内容，但是没有提到使用不同的媒介，因此本题答案为NOT GIVEN。

　　Question 37

　　参考译文：艺术史史学家们所使用的研究方法与艺术博物馆的方法相冲突。

　　答案及难度：难度中;答案为NO

　　关键词： the approach of historians

　　定位原文：第10段第2句“This is in perfect...reading of the exhibits.”这种方法与博物馆的功能很好地结合了，因为它是被用于寻找和保护对展品的“可信的”与“原创性”解读。