剑桥雅思真题解析阅读9(test3).docx

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1、剑桥雅思真题解析阅读9(test3) 雅思阅读部分始终都是中国考生比较重视的题目，并且也是很有难度的题目，针对于雅思阅读真题资料也是大家须要重点分析的。今日智课网我就给大家带来了关于剑桥雅思阅读9及真题解析(test3)的内容，一起来分析一下吧。 剑桥雅思阅读9原文(test3) READING PASSAGE 1 You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below. Attitudes to language It is not easy to be s

2、ystematic and objective about language study. Popular linguistic debate regularly deteriorates into invective and polemic. Language belongs to everyone, so most people feel they have a right to hold an opinion about it. And when opinions differ, emotions can run high. Arguments can start as easily o

3、ver minor points of usage as over major policies of linguistic education. Language, moreover, is a very public behaviour, so it is easy for different usages to be noted and criticised. No part of society or social behaviour is exempt: linguistic factors influence how we judge personality, intelligen

4、ce, social status, educational standards, job aptitude, and many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt, when language use is unfeelingly attacked. In its most general sense, prescriptivism is the view that one variety of language has an inherent

5、ly higher value than others, and that this ought to be imposed on the whole of the speech community. The view is propounded especially in relation to grammar and vocabulary, and frequently with reference to pronunciation. The variety which is favoured, in this account, is usually a version of the st

6、andard written language, especially as encountered in literature, or in the formal spoken language which most closely reflects this style. Adherents to this variety are said to speak or write correctly; deviations from it are said to be incorrect. All the main languages have been studied prescriptiv

7、ely, especially in the 18th century approach to the writing of grammars and dictionaries. The aims of these early grammarians were threefold: (a) they wanted to codify the principles of their languages, to show that there was a system beneath the apparent chaos of usage, (b) they wanted a means of s

8、ettling disputes over usage, and (c) they wanted to point out what they felt to be common errors, in order to improve the language. The authoritarian nature of the approach is best characterized by its reliance on rules of grammar. Some usages are prescribed, to be learnt and followed accurately; ot

9、hers are proscribed, to be avoided. In this early period, there were no half-measures: usage was either right or wrong, and it was the task of the grammarian not simply to record alternatives, but to pronounce judgement upon them. These attitudes are still with us, and they motivate a widespread con

10、cern that linguistic standards should be maintained. Nevertheless, there is an alternative point of view that is concerned less with standards than with the facts of linguistic usage. This approach is summarized in the statement that it is the task of the grammarian to describe, not prescribe to rec

11、ord the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change. In the second half of the 18th century, we already find advocates of this view, such as Joseph Priestley, whose Rudiments of English Grammar (1761) insists that

12、 the custom of speaking is the original and only just standard of any language. Linguistic issue, it is argued, cannot be solved by logic and legislation. And this view has become the tenet of the modern linguistic approach to grammatical analysis. In our own time, the opposition between descriptivi

13、sts and prescriptivists has often become extreme, with both sides painting unreal pictures of the other. Descriptive grammarians have been presented as people who do not care about standards, because of the way they see all forms of usage as equally valid. Prescriptive grammarians have been presente

14、d as blind adherents to a historical tradition. The opposition has even been presented in quasi-political terms of radical liberalism vs elitist conservatism. Questions 1-8 Do the following statements agree with the claims of the writer in Reading Passage 1? In boxes 1-8 on your answer sheet, write

15、YES if the statement agrees with the claims of the writer NO if the statement contradicts the claims of the writer NOT GIVEN if it is impossible to say what the writer thinks about this 1 There are understandable reasons why arguments occur about language. 2 People feel more strongly about language

16、education than about small differences in language usage. 3 Our assessment of a persons intelligence is affected by the way he or she uses language. 4 Prescriptive grammar books cost a lot of money to buy in the 18th century. 5 Prescriptivism still exists today. 6 According to descriptivists it is p

17、ointless to try to stop language change. 7 Descriptivism only appeared after the 18th century. 8 Both descriptivists and prescriptivists have been misrepresented. Questions 9-12 Complete the summary using the list of words, A-I, below. Write the correct letter, A-I, in boxes 9-12 on your answer shee

18、t. The language debate According to 9_, there is only one correct form of language. Linguists who take this approach to language place great importance on grammatical 10 _. Conversely, the view of 11 _, such as Joseph Priestly, is that grammar should be based on 12 _. A descriptivists B language exp

19、erts C popular speech D formal language E evaluation F rules G modern linguists H prescriptivists I change Question 13 Choose the correct letter, A, B, C or D. Write the correct letter in box 13 on your answer sheet. What is the writers purpose in Reading Passage 1? A. to argue in favour of a partic

20、ular approach to writing dictionaries and grammar books B. to present a historical account of differing views of language C. to describe the differences between spoken and written language D. to show how a certain view of language has been discredited READING PASSAGE 2 You should spend about 20 minu

21、tes on Questions 14-26, which are based on Reading Passage 2 below. Tidal Power Undersea turbines which produce electricity from the tides are set to become an important source of renewable energy for Britain. It is still too early to predict the extent of the impact they may have, but all the signs

22、 are that they will play a significant role in the future A. Operating on the same principle as wind turbines, the power in sea turbines comes from tidal currents which turn blades similar to ships propellers, but, unlike wind, the tides are predictable and the power input is constant. The technolog

23、y raises the prospect of Britain becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide emissions. If tide, wind and wave power are all developed, Britain would be able to close gas, coal and nuclear power plants and export renewable power to other parts of Europe.

24、Unlike wind power, which Britain originally developed and then abandoned for 20 years allowing the Dutch to make it a major industry, undersea turbines could become a big export earner to island nations such as Japan and New Zealand. B. Tidal sites have already been identified that will produce one

25、sixth or more of the UKs power and at prices competitive with modern gas turbines and undercutting those of the already ailing nuclear industry. One site alone, the Pentland Firth, between Orkney and mainland Scotland, could produce 10% of the countrys electricity with banks of turbines under the se

26、a, and another at Alderney in the Channel Islands three times the 1,200 megawatts of Britains largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites identified include the Bristol Channel and the west coast of Scotland, particularly the channel between Campbeltown and Northern Ireland

27、. C. Work on designs for the new turbine blades and sites are well advanced at the University of Southamptons sustainable energy research group. The first station is expected to be installed off Lynmouth in Devon shortly to test the technology in a venture jointly funded by the department of Trade a

28、nd Industry and the European Union. AbuBakr Bahaj, in charge of the Southampton research, said: The prospects for energy from tidal currents are far better than from wind because the flows of water are predictable and constant. The technology for dealing with the hostile saline environment under the

29、 sea has been developed in the North Sea oil industry and much is already known about turbine blade design, because of wind power and ship propellers. There are a few technical difficulties, but I believe in the next five to ten years we will be installing commercial marine turbine farms. Southampto

30、n has been awarded 215,000 over three years to develop the turbines and is working with Marine Current Turbines, a subsidiary of IT power, on the Lynmouth project. EU research has now identified 106 potential sites for tidal power, 80% round the coasts of Britain. The best sites are between islands

31、or around heavily indented coasts where there are strong tidal currents. D. A marine turbine blade needs to be only one third of the size of wind generator to produce three times as much power. The blades will be about 20 metres in diameter, so around 30 metres of water is required. Unlike wind powe

32、r, there are unlikely to be environmental objections. Fish and other creatures are thought unlikely to be at risk from the relatively slow-turning blades. Each turbine will be mounted on a tower which will connect to the national power supply grid via underwater cables. The towers will stick out of

33、the water and be lit, to warn shipping, and also be designed to be lifted out of the water for maintenance and to clean seaweed from the blades. E. Dr Bahaj has done most work on the Alderney site, where there are powerful currents. The single undersea turbine farm would produce far more power than

34、needed for the Channel Islands and most would be fed into the French Grid and be re-imported into Britain via the cable under the Channel. F. One technical difficulty is cavitation, where low pressure behind a turning blade causes air bubbles. These can cause vibration and damage the blades of the t

35、urbines. Dr Bahaj said: We have to test a number of blade types to avoid this happening or at least make sure it does not damage the turbines or reduce performance. Another slight concern is submerged debris floating into the blades. So far we do not know how much of a problem it might be. We will h

36、ave to make the turbines robust because the sea is a hostile environment, but all the signs that we can do it are good. 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. N

37、B You may use any letter more than once. 14 the location of the first test site 15 a way of bringing the power produced on one site back into Britain 16 a reference to a previous attempt by Britain to find an alternative source of energy 17 mention of the possibility of applying technology from anot

38、her industry Questions 18-22 Choose FIVE letters, A-J. Write the correct letters in boxes 18-22 on your answer sheet. Which FIVE of the following claims about tidal power are made by the writer? A It is a more reliable source of energy than wind power. B It would replace all other forms of energy in

39、 Britain. C Its introduction has come as a result of public pressure. D It would cut down on air pollution. E It could contribute to the closure of many existing power stations in Britain. F It could be a means of increasing national income. G It could face a lot of resistance from other fuel indust

40、ries. H It could be sold more cheaply than any other type of fuel. I It could compensate for the shortage of inland sites for energy production. J It is best produced in the vicinity of coastlines with particular features. Questions 23-26 Label the diagram below. Choose NO MORE THAN TWO WORDS from t

41、he passage for each answer. Write your answers in boxes 23-26 on your answer sheet. An Undersea Turbine READING PASSAGE 3 You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below. Information theory-the big idea Information theory lies at the heart of everythi

42、ng from DVD players and the genetic code of DNA to the physics of the universe at its most fundamental. It has been central to the development of the science of communication, which enables data to be sent electronically and has therefore had a major impact on our lives A. In April 2002 an event too

43、k place which demonstrated one of the many applications of information theory. The space probe, Voyager I, launched in 1997, had sent back spectacular images of Jupiter and Saturn and then soared out of the Solar System on a one-way mission to the stars. After 25 years of exposure to the freezing te

44、mperatures of deep space, the probe was beginning to show its age. Sensors and circuits were on the brink of failing and NASA experts realized that they had to do something or lose contact with their probe forever. The solution was to get a message to Voyager I to instruct it to use spares to change

45、 the failing parts. With the probe 12 billion kilometers from Earth, this was not an easy task. By means of a radio dish belonging to NASAs Deep Space Network, the message was sent out into the depths of space. Even travelling at the speed of light, it took over 11 hours to reach its target, far bey

46、ond the orbit of Pluto. Yet, incredibly, the little probe managed to hear the faint call from its home planet, and successfully made the switchover. B. It was the longest-distance repair job in history, and a triumph for the NASA engineers. But it also highlighted the astonishing power of the techni

47、ques developed by American communications engineer Claude Shannon, who had died just a year earlier. Born in 1916 in Petoskey, Michigan, Shannon showed an early talent for maths and for building gadgets, and made breakthroughs in the foundations of computer technology when still a student. While at Bell Laboratories, Shannon developed information theory, but shunned the resulting acclaim. In the 1940s, he single-handedly created an entire science