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剑桥雅思4Text1阅读原文READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.
Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests — what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.
Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.
Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.
The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.
Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.
Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.
The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.
One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.
In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.
The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.
Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.
Questions 1-8
Do the following statements agree with the information given in Reading Passage 1
In boxes 1-8 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 The plight of the rainforests has largely been ignored by the media.
2 Children only accept opinions on rainforests that they encounter in their classrooms.
3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.
4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them.
5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa’
6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.
7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.
8 A second study has been planned to investigate primary school children’s ideas about rainforests.
Questions 9-13
The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.
Answer the following questions by choosing the correct responses A-P.
Write your answers in boxes 9-13 on your answer sheet.
9 What was the children’s most frequent response when asked where the rainforests were
10 What was the most common response to the question about the importance of the rainforests
11 What did most children give as the reason for the loss of the rainforests
12 Why did most children think it important for the rainforests to be protected
13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television
A There is a complicated combination of reasons for the loss of the rainforests.
B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.
C Rainforests are located near the Equator.
D Brazil is home to the rainforests.
E Without rainforests some animals would have nowhere to live.
F Rainforests are important habitats for a lot of plants.
G People are responsible for the loss of the rainforests.
H The rainforests are a source of oxygen.
I Rainforests are of consequence for a number of different reasons.
J As the rainforests are destroyed, the world gets warmer.
K Without rainforests there would not be enough oxygen in the air.
L There are people for whom the rainforests are home.
M Rainforests are found in Africa.
N Rainforests are not really important to human life.
O The destruction of the rainforests is the direct result of logging activity.
P Humans depend on the rainforests for their continuing existence.
Question 14
Choose the correct letter, A, B, C, D or E.
Write your answer in box 14 on your answer sheet.
Which of the following is the most suitable title for Reading Passage 1
A The development of a programme in environmental studies within a science curriculum
B Children’s ideas about the rainforests and the implications for course design
C The extent to which children have been misled by the media concerning the rainforests
D How to collect, collate and describe the ideas of secondary school children.
E The importance of the rainforests and the reasons for their destruction
剑桥雅思4Text1阅读原文READING PASSAGE 2
You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.
What Do Whales Feel
An examination of the functioning of the senses in cetaceans, the group of mammals comprising whales, dolphins and porpoises
Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.
The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there.
The sense of vision is developed to different degree in different species. Baleen species studied at close quarters underwater — specifically a grey whale calf in captivity for a year, and free-ranging right whale and humpback whales studied and filmed off Argentina and Hawaii — have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.
On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainer’s hand provides anecdotal evidence to the contrary.
Such variation can no doubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese Beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light.
Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation than of solid science.
1. echolocation: the perception of objects by means of sound wave echoes.
Questions 15-21
Complete the table below.
Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer.
Write your answers in boxes 15-21 on your answer sheet.
SENSE SPECIES ABILITY COMMENTS
Smell toothed no evidence from brain structure
baleen not certain related brain structures are present
Taste some types poor nerves linked to their 15………are underdeveloped
Touch all yes region around the blowhole very sensitive
Vision 16……… yes probably do not have stereoscopic vision
Dolphins, porpoises yes probably have stereoscopic vision 17………and………
18………
yes probably have stereoscopic vision forward and upward
Bottlenose dolphins yes exceptional in 19………and good in air-water interface
Boutu and beiji poor have limited vision
Indian susu no probably only sense direction and intensity of light
Hearing most large baleen yes usually use 20………; repertoire limited
21………whales and ………whales
yes song-like
Toothed yes use more of frequency spectrum; have wider repertoire
Questions 22-26
Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 22-26 on your answer sheet.
22 Which of the senses is described here as being involved in mating
23 What species swims upside down while eating
24 What can bottlenose dolphins follow from under the water
25 Which type of habitat is related to good visual ability
26 Which of the senses is best developed in cetaceans
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.
Visual Symbols and the Blind
Part 1
From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.
When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines — or any other kind of line, for that matter The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.
To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.
All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.
In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.
Part 2
Words associated Agreement
with circle/square among
subjects (%)
SOFT-HARD 100
MOTHER-FATHER 94
HAPPY-SAD 94
GOOD-EVIL 89
LOVE-HATE 89
ALIVE-DEAD 87
BRIGHT-DARK 87
LIGHT-HEAVY 85
WARM-COLD 81
SUMMER-WINTER 81
WEAK-STRONG 79
FAST-SLOW 79
CAT-DOG 74
SPRING-FALL 74
QUIET-LOUD 62
WALKING-STANDING 62
ODD-EVEN 57
FAR-NEAR 53
PLANT-ANIMAL 53
DEEP-SHALLOW 51
Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. These percentages show the level of consensus among sighted subjects.
We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart — choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.
We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft A circle or a square Which shape goes with hard
All our subjects deemed the circle soft and the square hard. A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2.) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and ‘near’ to circle. In fact, only a small majority of sighted subjects — 53% — had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.
Questions 27-29
Choose the correct letter, A, B, C or D.
Write your answers in boxes 27-29 on your answer sheet.
27 In the first paragraph the writer makes the point that blind people.
A may be interested in studying art.
B can draw outlines of different objects and surfaces.
C can recognise conventions such as perspective.
D can draw accurately.
28 The writer was surprised because the blind woman
A drew a circle on her own initiative.
B did not understand what a wheel looked like.
C included a symbol representing movement.
D was the first person to use lines of motion.
29 From the experiment described in Part 1, the writer found that the blind subjects
A had good understanding of symbols representing movement.
B could control the movement of wheels very accurately.
C worked together well as a group in solving problems.
D got better results than the sighted undergraduates.
Questions 30-32
Look at the following diagrams (Questions 30-32), and the list of types of movement below. Match each diagram to the type of movement A-E generally assigned to it the experiment. Choose the correct letter A-E and write them in boxes 30-32 on your answer sheet.
A steady spinning
B jerky movement
C rapid spinning
D wobbling movement
E use of brakes
Questions 33-39
Complete the summary below using words from the box.
Write your answers in boxes 33-39 on your answer sheet.
NB You may use any word more than once.
In the experiment described in Part 2, a set of word 33…… was used to investigate whether blind and sighted people perceived the symbolism in abstract 34…… in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35… volunteers, everyone thought a circle fitted ‘soft’ while a square fitted ‘hard’.
However, only 51% of the 36…… volunteers assigned a circle to 37…… . When the test was later repeated with 38…… volunteers, it was found that they made 39…… choices.
associations blind deep hard
hundred identical pairs shapes
sighted similar shallow soft
words
Question 40
Choose the correct letter, A, B, C, or D.
Write your answer in box 40 on your answer sheet.
Which of the following statements best summarises the writer’s general conclusion
A The blind represent some aspects of reality differently from sighted people.
B The blind comprehend visual metaphors in similar ways to sighted people.
C The blind may create unusual and effective symbols to represent reality.
D The blind may be successful artists if given the right training.
剑桥雅思4Text1阅读答案解析Question 1
答案：FALSE
关键词：media
定位原文：第1段第3句“In the face of the frequent and often vivid media coverage…”;“Despite the extensive coverage in the popular media of the destruction of rainforests…”
解题思路：这两段当中的frequent/vivid/extensive/coverage等词都说明媒体对于热带雨林的现状十分关注，并做了广泛报道。
Question 2
答案：FALSE
关键词：children/classroom
定位原文：第2段第3句“These ideas may be developed by children absorbing ideas through the popular media。”这些观点可能是学生从大众媒体中获得的。
解题思路：这句话证明学生也从大众媒体中吸取有关热带雨林的观点，而并不是只从课堂中得到相关知识。
Question 3
答案：TRUE
关键词：pure/ mistaken
定位原文：第2段第1句“Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science.”
解题思路：这句话是题干的同义替换，学生关键需要掌握“harbour”在这里的意思等于“hold”。
Question 4
答案：TRUE
关键词：framework/easier
定位原文：第2段第2句“These misconceptions do not remain isolated but become incorporated into a multifaceted，but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification.”
解题思路：解这题的关键是要明白题干中的“easier to change”和文中的“accessible to modification”是同义替换。
剑桥雅思4Text1阅读答案解析Question 5
答案：FALSE
关键词：yes/no
定位原文：第4段第2句“Secondary school children were asked to complete a questionnaire containing five open-form questions.”
解题思路：Open-form指简答题，与yes/no直接矛盾。
Question 6
答案：NOT GIVEN
关键词：more likely than
定位原文：第5段第4句“More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.”
第6段第1句“Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats.”
解题思路： 虽然这两句话分别将男生女生作了比较，但是比较内容并不是关于热带雨林破坏的错误观点，所以此题属于并不存在的比较关系。
Question 7
答案： TRUE
关键词：follow on from
定位原文：第6段第2句“These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests…”
解题思路：“previous”一词是先前的意思，证明在此研究之前，人们也就学生对热带雨林的看法做了研究，因此本文所提到的调査是在这些研究之后进行的。
Question 8
答案：NOT GIVEN
关键词：primary/second
解题思路：文中直到最末尾也从未提到这项研究是否会继续，所以此题属于无中生有。
Question 9
答案：M
关键词：where/ rainforests
定位原文：第4段第6句“The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%).”
解题思路：根据对应句信息可选出答案为M。
Question 10
答案：E
关键词：importance/rainforests
定位原文：第9段第1句…the majority of children simply said that we need rainforests to survive.
解题思路：根据对应句信息可选出答案为E。
Question 11
答案：G
关键词：reason/loss
定位原文：第7段第2句“...more than half of the pupils(59%)identified that it is human activities which are destroying rainforests,...”
解题思路：根据对应句信息可选出答案为G。
Question 12
答案：P
关键词：important/protected
定位原文：第5段第2句“The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats.”
解题思路：根据对应句信息可选出答案为P。
Question 13
答案：J
关键词：uncommon/issue
定位原文：第9段第2句至第3句“Only a few of the pupils(6%)mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue.”
解题思路：根据对应句信息可选出答案为J。
Question 14
答案：B
关键词：title
定位原文：无
解题思路：从文章第二段开始，一直在围绕孩子对热带雨林容易产生错误的理解，因此本文重点应该放在孩子对热带雨林遭破坏状况的观点上，故要选择一个带有孩子的标题。
Question 15
答案：taste buds
关键词：taste
定位原文：第1段第5句“Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary.”
解题思路：根据定位句信息，可知答案是taste buds。
Question 16
答案：baleen whales
关键词：stereoscopic vision
定位原文：第3段第3句“However，the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision.”
解题思路：根据定位句信息，可知答案是baleen whales。
Question 17
答案：forward downward (IN EITHER ORDER)
关键词：Dolphins, porpoises
定位原文：第4段第1句“On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward.”
解题思路：根据定位句信息，可知答案是forward和downward。
Question 18
答案：(the) freshwater dolphin(s)
关键词：forward and upward
定位原文：第4段第2句“Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward.”
解题思路：根据关键词定位，可知答案为freshwater dolphin(s)。
剑桥雅思4Text1阅读答案解析Question 19
答案：(the) water
关键词：bottlenose dolphin
定位原文：第4段第3句“By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well.”
解题思路：题干中的exceptional和文中的extremely是同义替换，所以根据定位句答案应该为water。
Question 20
答案：(the) lower frequencies
关键词：most large baleen
定位原文：第6段第3句“Large baleen whales primarily use the lower frequencies and are often limited in their repertoire.”
解题思路：根据定位句信息，可知答案是(the) lower frequencies。
Question 21
答案：bowhead humpback (IN EITHER ORDER)
关键词：song-like
定位原文：第6段第4句“Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales.”
解题思路：根据song-like定位到该句话，可知答案为bowhead和humpback。
Question 22
答案：touch/sense of touch
关键词：mating
定位原文：第2段第3句“This contact may help to maintain order within a group, and stroking or touching are part of the courtship ritual in most species.”
解题思路：这里的mating和文中的courtship ritual是同义替换，所以答案应为touch或者sense of touch。
Question 23
答案：freshwater dolphin(s)
关键词：upside down/eating
定位原文：第4段第2句“Eye position in freshwater dolphins, which often swim on their side or upside down while feeding...”
解题思路：根据定位句信息，可知答案是freshwater dolphin(s)。
Question 24
答案：airborne flying fish
关键词：follow/under the water
定位原文：第4段第3句“By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see fairly well through the air-water interface as well.”
解题思路：题目中的“follow”和文中的“tracks”是同义替换，根据定位句信息，可知答案是airborne flying fish。
Question 25
答案：clear water(s)/clear open water(s)
关键词：habitat/good visual ability
定位原文：第5段第句“For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains.”
解题思路：根据定位句信息，可知答案是clear open water(s)。
Question 26
答案：(the) acoustic sense
关键词：best/cetaceans
定位原文：第6段第1句“Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are more than compensated for by cetaceans’ well-developed acoustic sense.”
解题思路：根据定位句信息，可知答案是acoustic sense。
Question 27
答案：C
关键词：first paragraph
定位原文：第1段第1句“From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space.”
解题思路：根据定位句可知，说的是盲人能够理解outlines和perspectives的使用。故正确答案为C。
剑桥雅思4Text1阅读答案解析Question 28
答案：C
关键词：surprised/blind woman
定位原文：第1段第3-5句“This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig.1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration.”
解题思路：这段话说到让作者惊讶的是一个盲人女性决定靠自己的能力绘出正在旋转的轮椅。故正确答案为C选项。
Question 29
答案：A
关键词：Part1/ blind subjects
定位原文：第5段第4句“Evidently, however, the blind not only figured out meanings for each line of motion，but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.”
解题思路：从“not only…but…came up with the same meaning as least as frequently as did sighted subjects” 可以得出A选项正确。这里并没有说比sighted subjects会好，所以D选项是不对的。
Question 30
答案：E
关键词：无
定位原文：Part1第4段最后一句“Subjects assumed that spokes extending beyond the wheel's perimeter signified that the wheel had its brakes on...”
解题思路：这段话恰好说明辐条超出了车轮的周界是使用了刹车，所以正确答案为E。
Question 31
答案：C
关键词：无
定位原文：Part1第4段最后一句“...and that dashed spokes indicated the wheel was spinning quickly.”
解题思路：这句话的意思是虚线辐条表示车轮在快速转动，故正确答案为C。
Question 32
答案：A
关键词：无
定位原文：Part1第4段第2句“Most guessed that the curved spokes indicated that the wheel was spinning steadily…”
解题思路：这句话的意思是曲线辐条表示车轮在稳定的转动，故正确答案为A。
Question 33
答案：pairs
关键词：Part2/a set of word
定位原文：Part2第2段第1句“We gave a list of twenty pairs of word of words to sighted subjects...”
解题思路：此空要求填一个名词，而词库中只有associations, pairs, shapes, words四个词是名词，从意思上判断，words和shapes显然不太合适，最后只能填pairs。
Question 34
答案：shapes
关键词：abstract
定位原文：Part2第3段最后一句“Thus, we concluded that the blind interpret abstract shapes as sighted people do.”
解题思路：Abstract是形容词，空里要求填个名词。从对应句可以看出改名词为shapes。
Question 35
答案：sighted
关键词：circle/soft/hard/square
定位原文：Part2第3段第1句“All our subjects deemed the hard/square circle soft and the square hard.”
解题思路：虽然在这句话中没有出现sighted这个词，但是根据上一整段的内容推测，此处的subjects指得是sighted subjects.
Question 36
答案：sighted
关键词：51%
定位原文：Part2第3段第4句。And only 51% linked deep to circle and shallow to square.(See Fig.2.)
解题思路：这题依然没有出现sighted这个词，但是同上题，根据上文可以推测出这里的volunteers指的是sighted subjects。
Question 37
答案：deep
关键词：51%
定位原文：Part2第3段第4句。And only 51% linked deep to circle and shallow to square.(See Fig.2.)
解题思路：根据定位句可知，这里填的词应该是deep。
剑桥雅思4Text1阅读答案解析Question 38
答案：blind
关键词：repeated/volunteers
定位原文：Part2第3段第5句“When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects.”
解题思路：这句话是说被测试者是blind volunteers，故正确答案为blind。
Question 39
答案：smilar
关键词：choices
定位原文：Part2第3段第7句“He made only one match differing from the consensus, assigning 'far' to square and 'near' to circle.”
解题思路：“Consensus”是共识的意思，从这句话我们可以知道盲人们对如何搭配基本可以达成一致意见。
Question 40
答案：B
关键词：conlusion
定位原文：Part2第3段最后一句“Thus, we concluded that the blind interpret abstract shapes as sighted people do.”
解题思路：这句话刚好是B选项的同义替换，意思是我们能够推断出盲人诠释abstract shapes与视力正常的人是一样的。
以上是小编为大家分享的剑桥雅思4Text1阅读原文+答案解析，希望能够对大家进行雅思阅读部分的练习有帮助。