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雅思4阅读Test3原文READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.
Micro-Enterprise Credit for Street Youth
‘I am from a large, poor family and for many years we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes.’
Doreen Soko
‘We’ve had business experience. Now I’m confident to expand what we’ve been doing. I’ve learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didn’t know each other before — now we’ve made new friends.’
Fan Kaoma
Participants in the Youth Skills Enterprise Initiative Program, Zambia
Introduction
Although small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.
Over the past nine years, Street Kids International (S.K.I.) has been working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned.
Background
Typically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse.
Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guarding or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepreneurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks.
Street Business Partnerships
S.K.I. has worked with partner organisations in Latin America, Africa and India to develop innovative opportunities for street children to earn income.
The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.
Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.
The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.
Lessons learned
The following lessons have emerged from the programs that S.K.I. and partner organisations have created.
Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been involved in the organisation’s programs for at least six months, and trust and relationship-building will have already been established.
The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they are more likely to abide by and enforce them.
It is critical for all loans to be linked to training programs that include the development of basic business and life skills.
There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual’s situation.
Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain experience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100.
All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).
Conclusion
There is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dreams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses.
Questions 1-4
Choose the correct letter, A, B, C or D.
Write your answers in boxes 1-4 on your answer sheet.
1 The quotations in the box at the beginning of the article
A exemplify the effects of S.K.I.
B explain why S.K.I. was set up.
C outline the problems of street children.
D highlight the benefits to society of S.K.I.
2 The main purpose of S.K.I. is to
A draw the attention of governments to the problem of street children.
B provide school and social support for street children.
C encourage the public to give money to street children.
D give business training and loans to street children.
3 Which of the following is mentioned by the writer as a reason why children end up living on the streets
A unemployment
B war
C poverty
D crime
4 In order to become more independent, street children may
A reject paid employment.
B leave their families.
C set up their own businesses.
D employ other children.
Questions 5-8
Complete the table below.
Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.
Write your answers in boxes 5-8 on your answer sheet.
Country Organisations Involved Type of Project Support Provided
5………………
and………………
S.K.I courier service provision of 6………………………
Dominican Republic S.K.I
Y.W.C.A 7………………… loans
storage facilities
savings plans
Zambia S.K.I.
The Red Cross
Y.W.C.A. setting up small businesses business training
8…………training
access to credit
Questions 9-12
Do the following statements agree with the claims of the writer in Reading Passage 1
In boxes 9-12 on your answer sheet write
YES if the statement agrees with the claims of the wirter
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
9 Any street child can set up their own small business if given enough support.
10 In some cases, the families of street children may need financial support from S.K.I.
11 Only one fixed loan should be given to each child.
12 The children have to pay back slightly more money than they borrowed.
Question 13
Choose the correct letter, A, B, C or D.
Write your answer in box 13 on your answer sheet.
The writers conclude that money should only be lent to street children
A as part of a wider program of aid.
B for programs that are not too ambitious.
C when programs are supported by local businesses.
D if the projects planned are realistic and useful.
雅思4阅读Test3原文READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 on the following pages.
Questions 14-27
Reading Passage 2 has four sections A-D.
Choose the correct heading for each section from the list of headings below.
Write the correct number i-vi in boxes 14-17 on your answer sheet.
List of Headings
I Causes of volcanic eruption
Ii Efforts to predict volcanic eruption
Iii Volcanoes and the features of our planet
Iv Different types of volcanic eruption
V International relief efforts
Vi The unpredictability of volcanic eruptions
14 Section A
15 Section B
16 Section C
17 Section D
Volcanoes-earth-shattering news
When Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlines
A Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl rock fragments into the stratosphere to darken the skies a continent away.
But the classic eruption — cone-shaped mountain, big bang, mushroom cloud and surges of molten lava — is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions have rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has a basement of volcanic basalt.
Volcanoes have not only made the continents, they are also thought to have made the world’s first stable atmosphere and provided all the water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust.
What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of these gases, again multiplied over 3,500 million years, is enough to explain the mass of the world’s atmosphere. We are alive because volcanoes provided the soil, air and water we need.
B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack — like an archipelago of volcanic islands such as the Hawaiian Islands. But the earth is so much bigger and the mantle below is so much hotter.
Even though the mantle rocks are kept solid by overlying pressure, they can still slowly ‘flow’ like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the ‘eggshell’ of the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. These fracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes.
C These zones are lines of weakness, or hot spots. Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350℃, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly.
Sometimes it is slow: vast bubbles of magma — molten rock from the mantle — inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrian’s Wall in northern England). Sometimes — as in Northern Ireland, Wales and the Karoo in South Africa — the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption.
Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of the crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes The explosion was tremendous. Are the rocks heavy, with huge crystalline basalt shapes, like the Giant’s Causeway in Northern Ireland It was a slow, gentle eruption.
The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcanoes, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates — the plates which make up the earth’s crust and mantle. The most dramatic of these is the Pacific ‘ring of fire’ where there have been the most violent explosions — Mount Pinatubo near Manila, Mount St Helen’s in the Rockies and El Chichón in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883.
D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge, hard, stable plug which blocks any further eruption until the pressure below becomes irresistible. In the case of Mount Pinatubo, this took 600 years.
Then, sometimes, with only a small warning, the mountain blows its top. It did this at Mont Pelée in Martinique at 7.49 a.m. on 8 May, 1902. Of a town of 28,000, only two people survived. In 1815, a sudden blast removed the top 1,280 metres of Mount Tambora in Indonesia. The eruption was so fierce that dust thrown into the stratosphere darkened the skies, cancelling the following summer in Europe and North America. Thousands starved as the harvests failed, after snow in June and frosts in August. Volcanoes are potentially world news, especially the quiet ones.
Questions 18-21
Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.
Write your answers in boxes 18-21 on your answer sheet.
18 What are the sections of the earth’s crust, often associated with volcanic activity, called
19 What is the name given to molten rock from the mantle
20 What is the earthquake zone on the Pacific Ocean called
21 For how many years did Mount Pinatubo remain inactive
Questions 22-26
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 22-26 on your answer sheet.
Volcanic eruptions have shaped the earth’s land surface. They may also have produced the world’s atmosphere and 22…… . Eruptions occur when molten rocks from the earth’s mantle rise and expand. When they become liquid, they move quickly through cracks in the surface. There are different types of eruption. Sometimes the 23……. moves slowly and forms outcrops of granite on the earth’s surface. When it moves more quickly it may flow out in thick horizontal sheets. Examples of this type of eruption can be found in Northern Ireland, Wales, South Africa and 24…… . A third type of eruption occurs when the lava emerges very quickly and 25…… violently. This happens because the magma moves so suddenly that 26…… are emitted.
雅思4阅读Test3原文READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below
Obtaining Linguistic Data
A Many procedures are available for obtaining data about a language. They range from a carefully planned, intensive field investigation in a foreign country to a casual introspection about one’s mother tongue carried out in an armchair at home.
B In all cases, someone has to act as a source of language data — an informant. Informants are (ideally) native speakers of a language, who provide utterances for analysis and other kinds of information about the language (e.g. translations, comments about correctness, or judgements on usage). Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics. But a linguist’s personal judgements are often uncertain, or disagree with the judgements of other linguists, at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.
C Many factors must be considered when selecting informants — whether one is working with single speakers (a common situation when languages have not been described before), two people interacting, small groups or large-scale samples. Age, sex, social background and other aspects of identity are important, as these factors are known to influence the kind of language used. The topic of conversation and the characteristics of the social setting (e.g. the level of formality) are also highly relevant, as are the personal qualities of the informants (e.g. their fluency and consistency). For larger studies, scrupulous attention has been paid to the sampling theory employed, and in all cases, decisions have to be made about the best investigative techniques to use.
D Today, researchers often tape-record informants. This enables the linguist’s claims about the language to be checked, and provides a way of making those claims more accurate (‘difficult’ pieces of speech can be listened to repeatedly). But obtaining naturalistic, good-quality data is never easy. People talk abnormally when they know they are being recorded, and sound quality can be poor. A variety of tape-recording procedures have thus been devised to minimise the ‘observer’s paradox’ (how to observe the way people behave when they are not being observed). Some recordings are made without the speakers being aware of the fact — a procedure that obtains very natural data, though ethical objections must be anticipated. Alternatively, attempts can be made to make the speaker forget about the recording, such as keeping the tape recorder out of sight, or using radio microphones. A useful technique is to introduce a topic that quickly involves the speaker, and stimulates a natural language style (e.g. asking older informants about how times have changed in their locality).
E An audio tape recording does not solve all the linguist’s problems, however. Speech is often unclear and ambiguous. Where possible, therefore, the recording has to be supplemented by the observer’s written comments on the non-verbal behaviour of the participants, and about the context in general. A facial expression, for example, can dramatically alter the meaning of what is said. Video recordings avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always benefit from any additional commentary provided by an observer.
F Linguists also make great use of structured sessions, in which they systematically ask their informants for utterances that describe certain actions, objects or behaviours. With a bilingual informant, or through use of an interpreter, it is possible to use translation techniques (‘How do you say table in your language’). A large number of points can be covered in a short time, using interview worksheets and questionnaires. Often, the researcher wishes to obtain information about just a single variable, in which case a restricted set of questions may be used: a particular feature of pronunciation, for example, can be elicited by asking the informant to say a restricted set of words. There are also several direct methods of elicitation, such as asking informants to fill in the blanks in a substitution frame (e.g. I___ see a car), or feeding them the wrong stimulus for correction (‘Is it possible to say I no can see’).
G A representative sample of language, compiled for the purpose of linguistic analysis, is known as a corpus. A corpus enables the linguist to make unbiased statements about frequency of usage, and it provides accessible data for the use of different researchers. Its range and size are variable. Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature. The size of the corpus depends on practical factors, such as the time available to collect, process and store the data: it can take up to several hours to provide an accurate transcription of a few minutes of speech. Sometimes a small sample of data will be enough to decide a linguistic hypothesis; by contrast, corpora in major research projects can total millions of words. An important principle is that all corpora, whatever their size, are inevitably limited in their coverage, and always need to be supplemented by data derived from the intuitions of native speakers of the language, through either introspection or experimentation.
Questions 27-31
Reading Passage 3 has seven paragraphs labeled A-G.
Which paragraph contains the following information
Write the correct letter A-G in boxes 27-31 on your answer sheet.
NB You may use any letter more than once.
27 the effect of recording on the way people talk
28 the importance of taking notes on body language
29 the fact that language is influenced by social situation
30 how informants can be helped to be less self-conscious
31 various methods that can be used to generate specific data
Questions 32-36
Complete the table below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 32-36 on your answer sheet.
METHODS OF OBTAINING LINGUISTIC DATA ADVANTAGES DISADVANTAGES
32……as informant convenient method of enquiry not objective enough
Non-linguist as informant necessary with 33…… and child speech the number of factors to be considered
Recording an informant allows linguists’ claims to be checked 34……of sound
Videoing an informant allows speakers’ 35…… to be observed 36……might miss certain things
Questions 37-40
Complete the summary of paragraph G below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 37-40 on your answer sheet.
A linguist can use a corpus to comment objectively on 37…… . Some corpora include a wide range of language while others are used to focus on a 38…… . The length of time the process takes will affect the 39…… of the corpus. No corpus can ever cover the whole language and so linguists often find themselves relying on the additional information that can be gained from the 40…… of those who speak the language concerned.
以下是小编为大家带来的雅思4阅读Test3部分答案解析，一起来了解一下：
雅思4阅读Test3答案解析Question 1
答案：A
关键词：box/beginning
定位原文：标题下方方框中
解题思路：题目是问文章开头的方框当中的引言是什么意思。A答案：exemplify例证;举……例子;B答案是解释国际流浪儿童组织建立的原因;C答案：outline描述，描画轮廓;D答案中highlight是指突出、强调。很明显引言是在举例子，故正确答案选A。
Question 2
答案：D
关键词：purpose/S.K.I
定位原文：Introduction部分第2段首句“Over the past nine years, …lives of street children.”
解题思路：“to support the economic lives of street children...等同于D答案，而其他三个选项基本未提到。
Question 3
答案：C
关键词：reason/end up
定位原文：Background部分的第一段首句“Typically, children do not end up on … and violence.”
解题思路：…the demand for income at home...等同于poverty，而D答案crime并不是儿童流浪的原因，而是其可能产生的后果。
Question 4
答案：C
关键词：independent
定位原文：Background部分的第2段最后1句“Many children may choose entrepreneurship because it allows them a degree of independence,”
解题思路：A,B,D三个答案都比较极端，只有C符合本文的主题。children独立的方式是“choose entrepreneurship”与C选项中的“set up their own businesses”是同义替换，故C 正确。
Question 5
答案：Sudan/India
关键词：country/courier service
定位原文：Street Business Partnerships部分第1点“The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were required to pay for gradually from their wages. A similar program was taken up in Bangalore, India.”
解题思路：提供courier service的两个国家分别是Sudan和India。
Question 6
答案：bicycles
关键词：courier service
定位原文：Street Business Partnership部分第1点
解题思路：题干中的provision是文中provide的变形，所以这里的正确答案是bicycles。
Question 7
答案：Shoe Shine Collective
关键词：Dominican Republic
定位原文：Street Business Partnership部分第2点“Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine boxes. They were also given a safe place to store their equipment, and facilities for individual savings plans.”
解题思路：定位到原文，可知答案是Shoe Shine Collective。
Question 8
答案：life skills
关键词：Zambia
定位原文：Street Business Partnership部分第3点“The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through business training, life skills training and access to credit.”
解题思路：定位到该句话末尾，可知正确答案是life skills。
Question 9
答案：NO
关键词：set up/money
定位原文：Lessons learned部分第1点“Being an entrepreneur is not for everyone, for every street child.”
解题思路：很明显文中说的不是对于每个人来说的，所以答案应该是NO。
Question 10
答案：NOT GIVEN
关键词：families/S.K.I.
定位原文：Lessons learned部分第4点“There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits allow staff the opportunity to know where the participants live, and to understand more about each individual's situation.”
解题思路：这一点当中虽然提到了流浪儿童的家人，但是并没有说明他们是否要从S.K.I.那里得到帮助，属于纯粹未提及型的NOT GIVEN。
Question 11
答案：NO
关键词：loan
定位原文：Lessons learned部分第5点“Small loans are provided initially for …ranged from US$30-$100.”
解题思路：题目当中如果含有ONLY/ONE这样的词，往往选NO。从文中我们也可以看出孩子们不只可以申请一笔贷款。
Question 12
答案：YES
关键词：pay back
定位原文：Lessons learned部分第6点“All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of paying interest on borrowed money. Generally the rates have been modest (lower than bank rates).”
解题思路：All S.K.I. programs have charged interest on the loans.所有的计划都要收取利息，也就是要多还一点钱。
雅思4阅读Test3答案解析Question 13
答案：A
关键词：conclude
定位原文：Conclusion部分“However, we believe that credit must be extended in association with other types of support...”
解题思路：根据conclude可以定位到conclusion部分，根据“credit must be extended in association with other types of support”可知正确答案是A。
Question 14
答案：iii
关键词：无
定位原文：A部分：第一段首句Volcanoes are the ultimate earth-moving machinery. 第二段：Eruptions have rifted continents…a basement of volcanic basalt.
第三段开头:Volcanoes have not only made the continents，they are also thought to have made the world's first stable atmosphere and...
解题思路：A部分说明了火山活动的作用，正好和iii选项中的火山与地球的特征吻合，因此答案为iii。
Question 15
答案：i
关键词：无
定位原文：B部分：第1段：整个段落描述了火山爆发的起因。第二段最后：
These fracture zones, where the collisions occur, are where earthquakes happen. And，very often, volcanoes.
解题思路：通过扫描这两个段落，发现其中主要将地球比喻成一个鸡蛋，并且由此说明了火山爆发的原因。因此答案应该是i。
Question 16
答案：iv
关键词：无
定位原文：第2段：Sometimes,it is slow...第3段;Sometimes the magma moves very swiftly indeed. 第4段：The biggest eruptions are deep on the mid-ocean floor.
解题思路：此部分出现了大量的火山名字，由此我们可以预测该段落讲的是火山喷发的不同类型。因此答案是iv。
Question 17
答案：vi
关键词：无
定位原文：第1段：But volcanoes are not very predict?able.
解题思路：vi答案是说火山爆发的不可预测性。
Question 18
答案： plates/the tectonic plates/the plates
关键词：sections of the earth's crust/volcanic activity
定位原文：C部分的第4段第2句“...and you can see the rough outlines of what are called tectonic plates--the plates which make up the earth's crust and mantle.”
解题思路：很明显，应该是被叫做the tectonic plates。
Question 19
答案：magma
关键词：molten rock from the mantle
定位原文：C部分第2段第1句：Sometimes it is slow: vast bubbles of magma—molten rock from the mantle…
解题思路：根据关键词定位，可知答案为magma。
Question 20
答案：ring of fire
关键词：zone/the Pacific Ocean
定位原文：C部分第4段第3句：The most dramatic of these is the Pacific “ring of fire”...
解题思路：根据定位句信息可知正确答案是ring of fire。
雅思4阅读Test3答案解析Question 21
答案：600 years/for 600 years/600
关键词：Mount Pinatubo/inactive
定位原文：D部分第1段最后一句：In the case of Mount Pinatubo, this took 600 years.
解题思路：根据定位句信息可知正确答案是600 years。
Question 22
答案：water
关键词：produce/atmosphere
定位原文：A部分的第3段第1句：Volcanoes have not only made the continents, they are also thought to have made the world's first stable atmosphere and provided all the water for the oceans, rivers and ice-caps.
解题思路：火山不仅制造出陆地，也为地球提供了大气，为海洋、河川和冰帽提供了水。
Question 23
答案：magma/lava
关键词：different types of eruptions /moves slowly
定位原文：Sometimes it is slow: vast bubbles of magma—molten rock from the mantle—inch to?wards the surface.
解题思路：首先可以根据之前做过的LIST OF HEADINGS题判定，C部分讲到了不同类型的火山爆发。然后寻找slowly这个词。根据定位句信息可知正确答案是magma。
Question 24
答案：(west) India
关键词：quickly/horizontally Northern Ireland/Wales/South Africa
定位原文：C部分第2段第2句：Sometimes—as in Northern Ireland, Wales and the Karoo in South Africa一the magma rose faster，and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan Plateau in western India, …
解题思路：此处要求填一个地名，根据定位句信息可知正确答案为(west) India。
Question 25
答案：explodes
关键词：third/lava/very quickly/violently
定位原文：C部分第3段前3句：Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped in side the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it exploded with tremendous force.
解题思路：这个空要求填一个动词，而且要注意时态。根据定位句信息可知正确答案为explodes。
Question 26
答案：gases
关键词： magma/emitted
定位原文：C部分第3段：Sometimes the magma moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped in side the boiling rock expand suddenly,...
解题思路：emit是“发射，发出”的意思，跟文中的expand属于同义替换，故正确答案应该是gases。
雅思4阅读Test3答案解析Question 27
答案：D
关键词：recording
定位原文：D段首句“Today, researchers often tape-record informants.”
解题思路：题干问的刚好是哪一段讲到了录音对人们谈话方式的影响。故答案是D。
Question 28
答案：E
关键词：body language
定位原文：E段第3句“Where possible, therefore, the recording has to be supplemented by the observer's written comments on the non-verbal behavior of the participants,...”
解题思路：题干问的是哪一段讲到了记录人们肢体语言的重要性。故答案是E。
Question 29
答案：C
关键词：social situation
定位原文：C段第2句“Age, sex，social background and other aspects of identity are important, as these factors are known to influence the kind of language used.”
解题思路：题目问的是哪段提到了语言受到社会背景的影响。故答案是C。
Question 30
答案：D
关键词：self-conscious
定位原文：D段第6句“Some recordings are made without speakers being aware of the fact — a procedure that obtains very natural data,...”
解题思路：题目问的是哪一段提到了如何帮助资料提供者变得自然一点。故答案是D。
Question 31
答案：F
关键词：specific data various methods
定位原文：F段第3句和最后一句“A large number of points can be covered in a short time, using interview work-sheets and questionnaires.”
“There are also several direct methods of elicitation,…”
解题思路：题目问的是哪段提到了产生详细信息的不同方式。答案是F。
Question 32
答案： (the) linguists (acts)/(the) linguist (act)
关键词：convenient/not objective enough
定位原文：B段倒数第2句“Often, when studying their mother tongue, linguists act as their own informants, judging the ambiguity, acceptability, or other properties of utterances against their own intuitions. The convenience of this approach makes it widely used, and it is considered the norm in the generative approach to linguistics.”
解题思路：根据定位句信息可知答案为linguists act。
Question 33
答案：foreign languages
关键词：non-linguist
定位原文：B段最后两句：…at which point recourse is needed to more objective methods of enquiry, using non-linguists as informants. The latter procedure is unavoidable when working on foreign languages, or child speech.
解题思路：根据定位句信息可知答案为foreign languages。
Question 34
答案：(the) (poor) quality
关键词：recording/sound
定位原文：D段第3-4句“But obtaining naturalistic, good-quality data is never easy. People talk abnor?mally when they know they are being recorded, and sound quality can be poor. ”
解题思路：根据定位句信息可知答案为(the)(poor)quality。
雅思4阅读Test3答案解析Question 35
答案：facial expression
关键词：video/speaker
定位原文：E段第4句“A facial expression, for example, can dramatically alter the meaning of what is said.”
解题思路：根据定位句信息可知答案为facial expression。
Question 36
答案：video recording/camera/video camera/recording
关键词：video/miss certain things
定位原文：E段最后一句“Video recording avoid these problems to a large extent, but even they have limitations (the camera cannot be everywhere), and transcriptions always bene?fit from any additional commentary provided by an observer.”
解题思路：根据定位句信息可知答案为video recording/camera/video camera/recording。
Question 37
答案：fre?quency of usage
关键词：comment
定位原文：G段第2句“A corpus enables the linguists to make unbiased statements about fre?quency of usage,...”
解题思路：这里的make unbiased statements about和题干中的comment objectively on是同义替换，故正确答案为fre?quency of usage。
Question 38
答案：particular linguistic feature
关键词：while/focus on
定位原文：G段第4句“Some corpora attempt to cover the language as a whole, taking extracts from many kinds of text; others are extremely selective, providing a collection of material that deals only with a particular linguistic feature.”
解题思路deals only with和focus on在这里是同义替换，故正确答案为particular linguistic feature。
雅思4阅读Test3答案解析Question 39
答案：size
关键词：length of time
定位原文：The size of the corpus depends on practical factors, such as the time available to collect, process and store the data.
解题思路：corpus的size取决于很多因素，例如时间等，所以题干中时间的长短会影响的应该是corpus的size。
Question 40
答案：intuitions
关键词：those who speak
定位原文：G段最后一句“An important principle is that all corpora, whatever their size，are inevitably limited in their coverage, and always need to be supplemented by data de?rived from the intuitions of native speakers of the language, through either introspection or experimentation.”
解题思路：根据定位信息，可知正确答案为intuitions。
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