剑桥雅思阅读9原文翻译及答案(test2)

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　　剑桥雅思阅读9原文(test2)

　　READING PASSAGE 1

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

　　A. Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.

　　B. A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.

　　C. Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.

　　D. While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).

　　E. Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.

　　F. The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.

　　G. Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.

　　H. The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to service. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.

　　I. A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.

　　Questions 1-6

　　Reading Passage 1 has nine sections, A-I.

　　Which section contains the following information?

　　Write the correct letter, A-I, in boxes 1-6 on your answer sheet.

　　1 an account of a national policy initiative

　　2 a description of a global team effort

　　3 a hypothesis as to one reason behind the growth in classroom noise

　　4 a demand for suitable worldwide regulations

　　5 a list of medical conditions which place some children more at risk from noise than others

　　6 the estimated proportion of children in New Zealand with auditory problems

　　Questions 7-10

　　Answer the questions below.

　　Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

　　Write your answers in boxes 7-10 on your answer sheet.

　　7 For what period of time has hearing loss in schoolchildren been studied in New Zealand?

　　8 In addition to machinery noise, what other type of noise can upset children with autism?

　　9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?

　　10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?

　　Questions 11 and 12

　　Choose TWO letters, A-F.

　　Write the correct letters in boxes 11 and 12 on your answer sheet.

　　The list below includes factors contributing to classroom noise.

　　Which TWO are mentioned by the writer of the passage?

　　A current teaching methods

　　B echoing corridors

　　C cooling systems

　　D large class sizes

　　E loud-voiced teachers

　　F playground games

　　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 writer’s overall purpose in writing this article?

　　A to compare different methods of dealing with auditory problems

　　B to provide solutions for overly noisy learning environments

　　C to increase awareness of the situation of children with auditory problems

　　D to promote New Zealand as a model for other countries to follow

　　READING PASSAGE 2

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

　　Venus in transit

　　June 2004 saw the first passage, known as a ‘transit’, of the planet Venus across the face of the Sun in 122 years. Transits have helped shape our view of the whole Universe, as Heather Cooper and Nigel Henbest explain

　　A. On 8 June 2004, more than half the population of the world were treated to a rare astronomical event. For over six hours, the planet Venus steadily inched its way over the surface of the Sun. This ‘transit’ of Venus was the first since 6 December 1882. On that occasion, the American astronomer Professor Simon Newcomb led a party to South Africa to observe the event. They were based at girls’ school, where — it is alleged — the combined forces of three schoolmistresses outperformed the professionals with the accuracy of their observations.

　　B. For centuries, transits of Venus have drawn explorers and astronomers alike to the four corners of the globe. And you can put it all down to the extraordinary polymath Edmond Halley. In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St Helena in the South Pacific. He realized that, from different latitudes, the passage of the planet across the Sun’s disc would appear to differ. By timing the transit from two widely-separated locations, teams of astronomers could calculate the parallax angle — the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allow astronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun. This distance is known as the ‘astronomical unit’ or AU.

　　C. Halley was aware that the AU was one of the most fundamental of all astronomical measurements. Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sun governed their orbital speeds, which were easily measurable. But no-one had found a way to calculate accurate distances to the planets from the Earth. The goal was to measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale of the Solar System would fall into place. However, Halley realized that Mercury was so far away that its parallax angle would be very difficult to determine. As Venus was closer to the Earth, its parallax angle would be larger, and Halley worked out that by using Venus it would be possible to measure the Sun’s distance to 1 part in 500. But there was a problem: transits of Venus, unlike those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so years. Nevertheless, he accurately predicted that Venus would cross the face of the Sun in both 1761 and 1769 — though he didn’t survive to see either.

　　D. Inspired by Halley’s suggestion of a way to pin down the scale of the Solar System, teams of British and French astronomers set out on expeditions to places as diverse as India and Siberia. But things weren’t helped by Britain and France being at war. The person who deserves most sympathy is the French astronomer Guillaume Le Gentil. He was thwarted by the fact that the British were besieging his observation site at Pondicherry in India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit — but the ship’s pitching and rolling ruled out any attempt at making accurate observations. Undaunted, he remained south of the equator, keeping himself busy by studying the islands of Maurtius and Madagascar before setting off to observe the next transit in the Philippines. Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispirting experience.

　　E. While the early transit timings were as precise as instruments would allow, the measurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular — which makes it difficult to establish timings. This is due to diffraction of light. The second problem is that Venus exhibits a halo of light when it is seen just outside the sun’s disc. While this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.

　　F. But astronomers laboured hard to analyse the results of these expeditions to observe Venus transits. Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today’s value of 149,597,870 km, determined by radar, which has now superseded transits and all other methods in accuracy. The AU is a cosmic measuring rod, and the basis of how we scale the Universe today. The parallax principle can be extended to measure the distances to the stars. If we look at a star in January —when Earth is at one point in its orbit — it will seem to be in a different position from where it appears six months late. Knowing the width of Earth’s orbit, the parallax shift lets astronomers calculate the distance.

　　G. June 2004’s transit of Venus was thus more of an astronomical spectacle than a scientifically important event. But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos — detecting Earth-sized planets orbiting other stars.

　　Questions 14-17

　　Reading Passage 2 has seven paragraphs, A-G.

　　Which paragraph contains the following information?

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

　　14 examples of different ways in which the parallax principle has been applied

　　15 a description of an event which prevented a transit observation

　　16 a statement about potential future discoveries leading on from transit observations

　　17 a description of physical states connected with Venus which early astronomical instruments failed to overcome

　　Questions 18-21

　　Look at the following statements (Questions 18-21) and the list of people below.

　　Match each statement with the correct person, A, B, C or D.

　　Write the correct letter, A, B, C or D, in boxes 18-21 on your answer sheet.

　　18 He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.

　　19 He understood that the distance of the Sun from the Earth could be worked out by comparing obsevations of a transit.

　　20 He realized that the time taken by a planet to go round the Sun depends on its distance from the Sun.

　　21 He witnessed a Venus transit but was unable to make any calculations.

　　List of People

　　A Edmond Halley

　　B Johannes Kepler

　　C Guillaume Le Gentil

　　D Johann Franz Encke

　　Question 22-26

　　Do the following statements agree with the information given in Reading Passage 2?

　　In boxes 22-26 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

　　22 Halley observed one transit of the planet Venus.

　　23 Le Gentil managed to observe a second Venus transit.

　　24 The shape of Venus appears distorted when it starts to pass in front of the Sun.

　　25 Early astronomers suspected that the atmosphere on Venus was toxic.

　　26 The parallax principle allows astronomers to work out how far away distant stars are from the Earth.

　　READING PASSAGE 3

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

　　A neuroscientist reveals

　　how to think differently

　　In the last decade a revolution has occurred in the way that scientists think about the brain. We now know that the decisions humans make can be traced to the firing patterns of neurons in specific part of the brain. These discoveries have led to the field know as neuroeconomics, which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. A brain that can do this is an iconoclastic one. Briefly, an iconoclast is a person who does something that others say can’t be done.

　　This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence. Each of these three functions utilizes a different circuit in the brain. Naysayers might suggest that the brain is irrelevant, that thinking in an original, even revolutionary, way is more a matter of personality than brain function. But the field of neuroeconomics was born out of the realization that the physical workings of the brain place limitations on the way we make decisions. By understanding these constraints, we begin to understand why some people march to a different drumbeat.

　　The first thing to realize is that the brain suffers from limited resources. It has a fixed energy budget, about the same as a 40 watt light bulb, so it has evolved to work as efficiently as possible. This is where most people are impeded from being an iconoclast. For example, when confronted with information streaming from the eyes, the brain will interpret this information in the quickest way possible. Thus it will draw on both past experience and any other source of information, such as what other people say, to make sense of what it is seeing. This happens all the time. The brain takes shortcuts that work so well we are hardly ever aware of them. We think our perceptions of the world are real, but they are only biological and electrical rumblings. Perception is not simply a product of what your eyes or ears transmit to your brain. More than the physical reality of photons or sound waves, perception is product of the brain.

　　Perception is central to iconoclasm. Iconoclasts see things differently to other people. Their brains do not fall into efficiency pitfalls as much as the average person’s brain. Iconoclasts, either because they were born that way or through learning, have found ways to work around the perceptual shortcuts that plague most people. Perception is not something that is hardwired into the brain. It is a learned process, which is both a curse and an opportunity for change. The brain faces the fundamental problem of interpreting physical stimuli from the senses. Everything the brain sees, hears, or touches has multiple interpretations. The one that is ultimately chosen is simply the brain’s best theory. In technical terms, these conjectures have their basis in the statistical likelihood of one interpretation over another and are heavily influenced by past experience and, importantly for potential iconoclasts, what other people say.

　　The best way to see things differently to other people is to bombard the brain with things it has never encountered before. Novelty releases the perceptual process from the chains of past experience and forces the brain to make new judgments. Successful iconoclasts have an extraordinary willingness to be exposed to what is fresh and different. Observation of iconoclasts shows that they embrace novelty while mot people avoid things that are different.

　　The problem with novelty, however, is that it tends to trigger the brain’s fear system. Fear is a major impediment to thinking like an iconoclast and stops the average person in his tracks. There are many types of fear, but the two that inhibit iconoclastic thinking and people generally find difficult to deal with are fear of uncertainty and fear of public ridicule. These may seem like trivial phobias. But fear of public speaking, which everyone must do from time to time, afflicts one-thirds of the population. This makes it too common to be considered a mental disorder. It is simply a common variant of human nature, one which iconoclasts do not let inhibit their reactions.

　　Finally, to be successful iconoclasts, individuals must sell their ideas to other people. This is where social intelligence comes in. Social intelligence is the ability to understand and manage people in a business setting. In the last decade there has been an explosion of knowledge about the social brain and how the brain works when groups coordinate decision making. Neuroscience has revealed which brain circuits are responsible for functions like understanding what other people think, empathy, fairness, and social identity. These brain regions play key roles in whether people convince others of their ideas. Perception is important in social cognition too. The perception of someone’s enthusiasm, or reputation, can make or break a deal. Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.

　　Iconoclasts create new opportunities in every area from artistic expression to technology to business. They supply creativity and innovation not easily accomplished by committees. Rules aren’t important to them. Iconoclasts face alienation and failure, but can also be a major asset to any organization. It is crucial for success in any field to understand how the iconoclastic mind works.

　　Questions 27-31

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

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

　　27 Neuroeconomics is a field of study which seeks to

　　A cause a change in how scientists understand brain chemistry.

　　B understand how good decisions are made in the brain.

　　C understand how the brain is linked to achievement in competitive fields.

　　D trace the specific firing patterns of neurons in different areas of the brain.

　　28 According to the writer, iconoclasts are distinctive because

　　A they create unusual brain circuits.

　　B their brains function differently.

　　C their personalities are distinctive.

　　D they make decisions easily.

　　29 According to the writer, the brain works efficiently because

　　A it uses the eyes quickly.

　　B it interprets data logically.

　　C it generates its own energy.

　　D it relies on previous events.

　　30 The writer says that perception is

　　A a combination of photons and sound waves.

　　B a reliable product of what your senses transmit.

　　C a result of brain processes.

　　D a process we are usually conscious of.

　　31 According to the writer, an iconoclastic thinker

　　A centralizes perceptual thinking in one part of the brain.

　　B avoids cognitive traps.

　　C has a brain that is hardwired for learning.

　　D has more opportunities than the average person.

　　Questions 32-37

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

　　In boxes 32-37 on your answer sheet, write

　　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

　　32 Exposure to different events forces the brain to think differently.

　　33 Iconoclasts are unusually receptive to new experiences.

　　34 Most people are too shy to try different things.

　　35 If you think in an iconoclastic way, you can easily overcome fear.

　　36 When concern about embarrassment matters less, other fears become irrelevant.

　　37 Fear of public speaking is a psychological illness.

　　Questions 38-40

　　Complete each sentence with the correct ending, A-E, below.

　　Write the correct letter, A-E, in boxes 38-40 on your answer sheet.

　　38 Thinking like a successful iconoclast is demanding because it

　　39 The concept of the social brain is useful to iconoclasts because it

　　40 Iconoclasts are generally an asset because their way of thinking

　　A requires both perceptual and social intelligence skills.

　　B focuses on how groups decide on an action.

　　C works in many fields, both artistic and scientific.

　　D leaves one open to criticism and rejection.

　　E involves understanding how organizations manage people.

剑桥雅思阅读9原文参考译文(test2)

　　PASSAGE 1 参考译文：

　　帮助新西兰听觉障碍儿童

　　A儿童的听觉障碍或其他听觉功能的缺陷会对他们的言语与交流能力的发展产生重大的影响，导致他们在学校的学习能力也受到不利影响。这对个人甚至全体人民来讲都很可能会产生重大后果。新西兰卫生部从一项进行了 20多年的研究中发现该国有6%到10%的孩子有听觉障碍。

　　B新西兰的一项初步研究显示，教室噪音是老师和学生关注的一大问题。现代教学实践活动、教室中课桌的布局、糟糕的音响效果以及空调通风口产生的噪音，都使许多孩子无法听清老师所讲的内容。教育研究者Nelson与Soli也表明，现代学习方式中多种思想与方法协作交互获取信息与个人获取信息同等重要。而这一切都意味着活动量与噪音级别的增加，这对患有听觉功能障碍的孩子产生的潜在影响尤为严重。教室噪音只会加重他们在与同学进行语言沟通时的误解,并且使他们无法很好地理解教师的指示。

　　C教室噪音使患有听觉缺陷的孩子在学习中不能发挥他们的最大潜能。在典型的课堂环境中，噪音对孩子们髙效学习能力的影响越来越受到人们的关注。在世界卫生组织的建议下，国际噪声控制工程学会 (I-INCE)成立了一个国际工作小组来评估学校教室噪音与回声控制，新西兰也是小组成员。

　　D虽然教室噪音不只会给残疾孩子带来不利影响，但是那些在语言沟通方面有障碍的孩子们显然是更大的受害者。所谓的听觉功能缺陷包括听觉障碍、自闭症谱系障碍(ASD)和注意力缺陷障碍(ADD/ ADHD，也称“注意力缺乏症”)。

　　E自闭症被认为是一种由神经系统与遗产基因紊乱引起的终生疾病，患者在处理信息时会产生偏差。这种疾病的特点是社会想象力、社会交往与社会互动之间出现了问题。根据Janzen的说法，这种疾病影响了人们的多种能力：比如以正常方式理解并与他人相处的能力、了解事件及其周遭事物的能力，以及理解或回应感官刺激的能力。自闭症患者不能像正常发展的孩子那样学习或思考。自闭症谱系障碍往往使患者在理解口头信息与语言处理方面遇到极大的困难。患者也往往会觉得喧闹的噪音以及机器发出的声音让自己感到痛苦与压抑。这很难进行科学量化，因为这种额外的感官刺激因患者的不同而有很大的差异。但是当一个孩子觉得在教室里或学习的地方中的任何声音都让自己闹心的话，那么他处理信息的能力很可能也会受到不利影响。

　　F注意力缺乏症表现为神经与基因障碍。这种障碍的特点是患者很难持续关注某事、很难长时间努力与坚持、缺乏组织能力并且无法抑制解除。患有注意力缺乏症的孩子很难筛选出不重要的信息，他们会关注所处环境中所有的事物而非仅仅一个活动。教室里的背景噪音成为分散孩子们注意力的一个主要原因。

　　G面对较高级别的背景噪音，患有听觉功能障碍的孩子经常很难分辨与处理言语和交流。这些噪音有的是传入教室中的室外活动的声音，也有的是教学活动的声音以及教室内产生的其他噪音，而且教室中的反射使这些噪音增大。因此，需要采取措施来获得最佳的课堂建设，也许还需要改变课堂文化与教学方法，特别要彻底检查吵闹的课堂与活动给患有听觉功能障碍的孩子带来的影响。也许有很多未确诊的孩子带着“无形”的残疾接受教育，他们的需求不像已确诊的孩子的需求那样容易被人察觉。

　　H新西兰政府已经制定出一项“新西兰残疾人事业发展战略”，并开始进入广泛咨询意见的阶段。该战略认同残疾人在世俗观念、教育机会、就业机会以及所享服务方面，均很难享有高质量的生活。“新西兰残疾人事业发展战略”的第三个目标是通过改善教育，“为残疾人提供最好的教育”，这样所有的孩子、青年学生以及成年学者将会在他们当地已有的学校里享有平等的学习与发展机会。对于成功的教育而言，学习环境是非常重要的。因此，任何改善学习环境的努力都会造福所有孩子，尤其是那些患有听觉功能障碍的孩子们。

　　I 一些国家已经开始制定自己的标准来控制与减少教室噪音，新西兰很可能会以此为例(来制定自己的标准)。迄今为止，文献中关于学校教室噪音的描述一般集中于噪音对学生、老师以及听觉缺陷者的影响上，而很少注意到噪音对患有其他疾病的学生的影响，包括对患有听觉功能障碍的学生的影响。今后在制定和颁布国际标准时，必须把这些孩子的需求考虑进去。

　　TEST 2 PASSAGE 2 参考译文：

　　金星凌日

　　2004年6月金星再次越过太阳表面，构成了久违122年的天文奇观，也就是所谓的“凌日”现象。正如Heather Cooper和Nigel Henbest所解释的那样，金星凌日现象影响了我们对整个宇宙的认识。

　　A 2004年6月8日，全世界一半以上的人都有幸见证了这起罕见的天文现象——经过六个多小时，金星缓缓滑过了太阳表面。这是自1882年12月6日以来的第一次金星凌日现象。彼时，美国天文学家Simon Newcomb教授带领着一队人去南非观测这一天文现象。他们的观测点设在一所女子学校里，据说这所学校里的三位女教师合力观测出的结果比这组专业人士的还要精确。

　　B数首年来，金星凌日现象引起了全球各地的探险家与天文学家的关注，而这一切都要归功于非凡的博学家Edmond Hailey。1677年11月，Hailey在位于南太平洋的荒无人烟的圣赫勒拿岛上，观测到了内行星水星的凌日现象。他发现，水星滑过太阳盘面的轨迹因观测纬度不同而有差异。通过计算行星在两个相距甚远的地方之间的运行时间，天文学家小组可以计算出视差角度。视差角度是指天体的位置由于观测者的位置不同而产生的明显差异。计算视差角度让天文学家得以实现当时的最终目标——算出地球与太阳之间的距离，这个距离就是所谓的“天文单位(AU)”。

　　C Hailey知道，天文单位是天文学中测量距离的基本单位之一。在17世纪早期，Johannes Kepler就认为行星与太阳之间的距离控制着行星的轨道速度，这个很容易就能测量到，但是还没有人能找到一种方法来计算行星与地球之间的精确距离。目标是先测量出天文单位，然后了解其他所有行星绕太阳运行的轨道速度，最后就能水到渠成，测出太阳系的规模。然而，Hailey意识到水星距离地球太远了以致很难确定其视差角度，而金星则距离地球较近，它的视差角度也较大。他发现如果利用金星来计算太阳的距离，其误差很可能只有五百分之一。但是有一个问题，与水星凌日不同，金星凌日现象很罕见，而且总是以两次为一组，每组中的两次大约间隔8年，而两组之间的间隔却有100多年。尽管如此，Hailey还是准确预测出金星会在1761年与1769年两次穿过太阳表面，只可惜他有生之年一次也没看到。

　　D在Hailey提出的测量太阳系方法的鼓舞下，英国和法国的天文学家组成小组，踏上去往各地的征途，这些地方甚至包括印度与西伯利亚。但是由于那时候英法两国在交战，所以这些观测并没有奏效。最值得同情的是法国天文学家Guillaume Le Gentil。英军包围了他在印度本地治里(Pondicherry)的观测台，这使他备受打击。在乘坐一艘法国军舰穿越印度洋逃亡的时候，他看到了一次凌日的壮观景象，但是船的颠簸摇晃使他完全没有机会进行精确观测。他并没有灰心，而是留在了南半球，先是忙于研究毛里求斯岛和马达加斯加岛的情况，接着前往菲律宾准备观测下一次凌日现象。然而，具有讽刺意味的是，在跋涉了将近五万公里之后，他的视线居然被一片乌云给遮住了，真是一次令人沮丧的经历。

　　E虽然早期对凌日时间的观测就当时所用的器材而言已足够精确，但是其测量结果却受到“黑滴”效应 (“blackdrop” effect)的困扰。金星入凌时，看起来有点模糊而不完全是圆的，因此很难计算时间。这种现象是由光的衍射造成的。另一个问题是，金星出凌时，它的周围会产生晕环。虽然天文学家可以获知金星是被一层厚厚的、可折射阳光的气体所包围，但是黑滴效应和晕环效应都使得他们无法获得金星凌日的准确时间。

　　F但是天文学家依然努力分析这些观测结果，以便用来观测金星凌日现象。柏林天文台台长Johann Franz Encke根据所有这些视差测量最终确定了天文单位的值为153,340,000千米。这个数值在当时已经相当精确了，也与现在用雷达测到的149,597,870千米非常接近。当然，现在雷达因其精准度已经取代了凌日测量与其他方法。天文单位是一个宇宙测量杆，也是现在我们测量宇宙的基础。视差原理可以延伸应用到恒星之间距离的测量中。一月，当地球处于其轨道的某个点时，我们观测一颗恒星，那么六个月后这颗恒星的位置与当时观测的位置看起来是不同的。了解了地球轨道的宽度后，天文学家就可以利用视差移位计算出这个距离。

　　G 2004年6月的金星凌日现象不只是一项重大的科学事件，更是一次天文奇观。而这种凌日现象为宇宙中最重大的突破之一铺平了道路，即对围绕其他恒星运行的类地行星进行探测。

　　TEST 2 PASSAGE 3 参考译文：

　　神经科学家解密创新思考

　　在过去十年里，科学家对大脑的认识方式发生了一场变革。现在我们知道人们所做的决定源自大脑特定部分的神经元的放电模式。这些发现导致了神经经济学的出现，神经经济学研究的是经济环境下大脑成功的秘诀，而这就需要创新，需要不走竞争者走过的寻常路。能做到这些的人可以谓之传统叛逆者。简而言之，传统叛逆者做的是别人认为不可为而他却能有所作为的事情。

　　该定义说明传统叛逆者与众不同，更确切地说，是他们的大脑异于常人，表现在以下三个方面：认知力、恐惧反应力以及社交能力。这三个功能在大脑中各有一条不同的回路。反对者可能会认为大脑与此无关，他们觉得原创性及革命性的思维方式与其说是大脑的功能，还不如说是一种个性的体现。但是，神经经济学的诞生正是基于这样一个新的发现，那就是大脑的生理功能实际上会制约我们的判断力。通过理解这些制约条件，我们就会明白为什么有些人爱唱反调。

　　首先要明白的一点是，大脑受制于有限的资源。它有固定的能量预算值，相当于一个40瓦灯泡的能量，因此大脑就进化出了一种尽可能高效的工作方式，这也就是大多数人之所以不爱唱反调的原因。比如，面对眼前源源不断输入的信息时，大脑会尽可能以最便捷的方式解读这些信息。为此，大脑会借鉴过往经验以及其他任何信息来源，比如別人所说的话，来解读眼睛所看到的信息。这种过程无处不在。大脑如此善于走捷径以至于我们对此毫不知情。我们以为我们对世界的感知是真实的，但其实这种感知只不过是身体和电流对我们撒的小谎。认知不只是我们的眼睛与耳朵传给大脑的信息。认知是大脑的产物，而不只是物理现实中光子或声波的产物。

　　认知是反传统论的核心。传统叛逆者与别人看问题的方法大相径庭，他们的大脑不像普通人的大脑那样容易掉进高效思维的陷阱。要么天生如此，要么后天习得，总之传统叛逆者总有方法绕过那些困扰大多数人的认知捷径。认知不是天生的。认知是个学习过程，是个既让人受尽折磨的毒咒，又让人洗心革面的良机。大脑面临着一个基本问题，那就是如何解读从感官传来的物理刺激。大脑所见、所闻、所感，皆可以有多重解读，而最终获选的解释只不过是大脑自认为的最佳理论。从技术层次而言，这些解读是有统计学依据的，因为统计学数据说明一种解释优于另一种解释，与此同时，这些解读又受过往经验以及他人观点的严重影响，最后这点对于潜在的传统叛逆者来讲尤为致命。

　　要想思维方式与众不同，最佳做法就是往大脑里塞其闻所未闻的东西。新鲜事物使认知过程摆脱了过往经历的束缚，同时强迫大脑作出新的判断。成功的传统叛逆者非常乐意接受新鲜事物。观察表明，传统叛逆者对新鲜事物持欣然接受的态度，而大多数普通人则唯恐避之不及。

　　然而，新鲜事物的缺点是它会触发大脑的恐惧系统。恐惧是阻止人们像传统叛逆者那样思考的主要障碍，它使普通人在创新思考的道路上踌躇不前。恐惧有很多种，但是有两种恐惧阻止了创新思维，而且让大多数人颇感棘手，那就是对不确定性的恐惧以及对沦为笑柄的担忧。这两种恐惧看似都无关紧要，但是，对公开演讲的恐惧则折磨着超过三分之一的人。因为人时不时就要讲一讲，所以这种恐惧太常见了，很难被视为一种精神疾病。这往往被看做一种精神障碍。它只不过是人性反复无常的一种体现而已，传统叛逆者们带着这种恐惧也会在众人面前发表观点。

　　最后一点，想要成功变成传统叛逆者，必须把自己的想法推销给别人，这就该社交能力登场了。社交能力是在商业环境中了解与管理人的能力。在过去的十年里，人们对社会型大脑的认知突飞猛进，对这种大脑在团队协作共同决策时所起的作用也了如指掌。神经科学已经揭示出是哪些大脑回路在帮我们洞悉他人想法、与他人产生共鸣、做到公平公正以及辨别社会身份。在说服别人采纳己见方面，这些大脑回路可谓功不可没。感知在社会认知中也举足轻重。对一个人的热情或名誉的认知是生意成功与否的关键。若能了解认知与社会决策千丝万缕的联系，便能明白为何成功的传统叛逆者稀世难求。

　　传统叛逆者纵横艺术舞台、技术尖端及商业高峰，在每个领域都创造崭新机会，他们贡献出的创造力和革命力，一队人也望尘莫及。他们视规则如草芥。虽然时常被人疏远并且遭遇失败，可他们仍然是团队顶梁柱。无论在任何领域，若想成功，必先了解传统叛逆者大脑工作的奥秘。

　　剑桥雅思阅读9原文参考译文(test2)

　　PASSAGE 1 参考译文：

　　帮助新西兰听觉障碍儿童

　　TEST 2 PASSAGE 2 参考译文：

　　金星凌日

　　TEST 2 PASSAGE 3 参考译文：

　　神经科学家解密创新思考

　　剑桥雅思阅读9原文解析(test2)

　　Passage1

　　Question 1

　　答案： H

　　关键词： national policy

　　定位原文: H段第1句“The New Zealand Government…”

　　解题思路: 这一段的首句就以一种叙事口吻向考生交代了新西兰全国上下正在开展的一场为残疾人服务的战略，该句含义为“新西兰政府已经制定出一项‘新西兰残疾人事业发展战略’，并开始进入广泛咨询意见的阶段。”此外，在该段其他语句中也提到the strategy recognises..., Objective 3...is to provide...等信息，非常符合题干中account一词的含义。

　　Question 2

　　答案： C

　　关键词： global team

　　定位原文： C段最后一句“The International Institute of…”

　　解题思路：这句含义为“在世界卫生组织的建议下，国际噪声控制工程学会(I-INCE)成立了一个国际工作小组来”，这句话中international可以对应题干中的global, 而working party可以对应team。这是对应关系非常明显的一道题目。

　　Question 3

　　答案： B

　　关键词： hypothesis, reason, growth in classroom noise

　　定位原文： B段第3句“Nelson and Soil have also suggested...”

　　解题思路：在该段首句中就出现了classroom noise这个词，因此该段有可能就是本题的对应段落。在接下来的叙述Nelson and Soil have also suggested...中，suggest一词可以对应题干中的 hypothesis 后一句中的This all amounts to heightened activity and noise levels，与题干中的 one reason相对应。

　　Question 4

　　答案： I

　　关键词： worldwide regulations

　　对应原文： I 段最后一句“It is imperative that the needs…”

　　解题思路：全文只有此句中提及国际标准，含义为“今后在制定和颁布国际标准时，必须把这些孩子的需求考虑进去。”句中的international应题干中的worldwide，standards对应题干中的regulations。这道题属于考点明晰、词语替换幅度也不大的简单题型。

　　Question 5

　　答案： D

　　关键词： medical conditions，more at risk

　　定位原文： D段第1句“… those with a disability that affects…”

　　解题思路：该段第一句话就明确说出了题干中的意思。While引导让步状语从句，不必细看，直接跳到主句，those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable，含义为“那些在语言沟通方面有障碍的孩子们显然是噪音的更大受害者”; disability that affects their processing of speech and verbal communication对应题干中的medical conditions, extremely vulnerable对应题干中的more at risk。此外，下文罗列出的hearing impairment, autistic spectrum disorders and attention deficit disorders可与a list of medical conditions相对应。

　　Question 6

　　答案: A

　　关键词: proportion, with auditory problems

　　定位原文: A段最后一句“The New Zealand…”

　　解题思路：此题相对来说比较简单，看到题干中proportion“比例”一词，马上扫描文章，寻找带有百分比的段落。显然，只有A段最后一句带有明显的百分比。接着需要验证百分比所在的句子是否在讲新西兰听力残障患儿的比例，然后确认选择就可以了。该句中affected by hearing loss与题干中的with auditory problems相对应。

　　Question 7

　　答案： two decades

　　关键词： For what period of time, been studied

　　定位原文： A段最后一句“The New Zealand Ministry of Health…”

　　解题思路：在这句话中，有的考生会认为答案是over two decades,他们会把 over翻译成“超过”。实际上，在雅思阅读中，over大多数情况下是 during的意思，表示“在某段时间内”。况且此处若填over two decades，也不符合题目要求。故正确答案为two decades，注意复数形式。

　　Question 8

　　答案: crowd (noise)

　　关键词: machinery noise, autism

　　定位原文: E段倒数第3句“Autistic…”

　　解题思路: 此题的难度就是对应点和上一题离得太远，不太好找。但是考生如果能循着autism(自闭症)这个词，同时再留意一下它的变形，如 autistic, 就能快速定位到E段首句Autism这个词，然后找到such as和the noise generated by machinery。这样就不难推出正确答案就是和the noise generated by machinery并列的 crowd noise。

　　Question 9

　　答案: invisible (disabilities/disability)

　　关键词: term, schoolchildren which have not been diagnosed

　　定位原文: G段倒数第2句“It is…”

　　解题思路：根据顺序原则，可以大概判断出此题应该在E段以后的段落出现，而term一词是“术语”的意思，一般对应文中特殊字体或加引号的词。按这个思路找下去，很快可以找到G段倒数第二行的引号。接下来只需判断一下在引号周围的内容是否是在谈which have not been diagnosed。文中提到…many undiagnosed children exist in the education system with‘ invisible’disabilities，undiagnosed一词即使不认识也可以根据构词法利用前缀un猜测为“未经的”，完全可以与题目have not been diagnosed对应。故正确答案为invisible (disabilities/disability )。

　　Question 10

　　答案: Objective 3

　　关键词： What part, New Zealand Disability Strategy, equal opportunity

　　定位原文： H段第3句“Objective 3…”

　　解题思路: 首先利用大写New Zealand Disability Strategy定位到H段，然后开始寻找equal opportunity，很快将目标锁定在第六行末尾处。读完这个词所在的整句话，不难发现是这个战略中的Objective 3专门针对平等机会问题。故正确答案为Objective 3。

　　Question 11 & Question 12

　　答案: A C (in either order)

　　关键词: factors contributing to classroom noise

　　定位原文: B段，参见详细的解题思路解析

　　解题思路: 选项A：当今教学方式——B段第二行出现的Modem teaching practices以及第五行出现的...recent trends in learning...都可以对应该选项。故选项A正确;选项B：走廊回音——没有提到，不要因为B段第三行提到poor classroom acoustics就联想是这个选项，这只是指教室中的音响效果差;选项C：制冷系统 ——第三行中提到…mechanical means of ventilation such as air-conditioning, 指空调通风口产生的噪音。故选项C正确;选项D：班级学生数量太多——完全未提及;选项E：老师声音洪亮——文中只是提到老师，但是没有说老师声音洪亮;选项F：操场游戏——完全没有提到。

　　Question 13

　　答案： C

　　关键词： overall purpose

　　定位原文： I 段

　　解题思路：题目：作者写本文的主要目的是什么?A. 比较应对听觉障碍的不同措施;

　　B.为过分嘈杂的学习环境提供解决方法;C提高对听觉障碍儿童现状的关注;D把新西兰作为其他国家学习的榜样。首先排除D,因为I段前两句话表明新西兰实际上要效仿其他国家，而不是被其他国家效仿，这个选项与文中信息矛盾。接着I段提到：Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account…这句话明确表示本文的目的是让更多人关注听觉障碍儿童的现状。故正确答案是C。

　　Test 2 Passage2

　　Question 14

　　答案: F

　　关键词: examples of different ways, parallax principle, applied

　　定位原文: F段倒数第3句“The parallax principle can be extended…” 视差原理可以延伸应用到恒星之间距离的测量中。

　　解题思路: 句中的be extended to 就可以理解为视差原理之前是用在别的地方，现在又被延伸应用到恒星间距离的测量可以与题干中applied相对应。如果阅读得足够仔细的话，就会发现在前文中提到了利用视差原理测出了天文单位，即相当于地球到太阳的距离。可能很容易没有耐心，在看到F段之前就作出判断。比如可能会在B段倒数第四行看到parallax angle, 就简单判断该段是此题的答案;还有的可能在C段也见到了parallax一词，也就顺着作出错误判断。因此，解答这种类型题目时候一定要有足够的耐心。故答案选F。

　　Question 15

　　答案: D

　　关键词: prevented, transit observation

　　定位原文: D段内容

　　解题思路: 该段叙述了倒霉的法国人Le Gentil两次不成功的观测经历。一次是在乘坐一艘法国军舰穿越印度洋逃亡的时候，他看到了一次凌日现象，但是船的颠簸摇晃使他完全没有机会进行精确观测。第二次是在跋涉了将近五万公里之后到达菲律宾准备观测，但是他的视野居然被一片乌云给遮住了。由于这段文字叙述故事性较强，所以比较容易选择。该段中像ruled out，clouded out这样的词组，都能够对应题干中的prevent。最后的dispiriting experience“令人沮丧的经历”也可以体现观测受阻后的遗憾。故答案选D。

　　Question 16

　　答案： G

　　关键词： potential future discoveries

　　定位原文： G段最后1句“But such…”

　　解题思路: 如果在段落信息配对题中出现future一词，则该信息点一般都出现在文章的最后一段。本文最后一段中用pave the way for这样的词组表明transit observation的确为宇宙终极探索——寻找类地行星提供了可能性。故答案选G。

　　Question 17

　　答案： E

　　关键词： astronomical instruments, failed

　　定位原文： E段第1句“While the early transit timings…”

　　解题思路：定位句中出现的instruments和dogged与题干中的定位词分另别应。句子含义为“虽然早期对凌日时间的观测就当时所用的器材而言已足够精确,但是其测量结果却受到‘黑滴’效应的困扰。”词组be dogged by表示“为……所困扰”。这一段的确是在讲早期金星凌日观测中的不尽如人意的方面，故答案选E

　　Question 18

　　答案: D

　　关键词： Sun from Earth，observations of Venus，a fair degree of accuracy

　　定位原文： F段2、3句“Johann…”

　　解题思路: 显然对应文章F段出现的数字，通过阅读F段前五行，可以找出reasonably accurate 对应 a fair degree of accuracy, a value for the AU “天文单位的数值”，即太阳到地球的距离，对应distance of the Sun from the Earth。所以此题应选D。

　　Question 19

　　答案: A

　　关键词： could be worked out，comparing observations of a transit

　　定位原文： B段第3句“In November…”

　　解题思路：文中B段Hailey第一次提出通过观测凌日现象可以计算出视差角度。视差角度是指天体的位置由于观测者的位置不同而产生的明显差异。计算视差角度让天文学家得以实现当时最终目标——算出地球与太阳之间的距离，这个距离就是所谓的“天文单位”。

　　找到Hailey名字所在的地方，再顺着向下阅读，很容易找到答案。所以此题应选A。

　　Question 20

　　答案： B

　　关键词： time taken by a planet to go round, depends on its distance from the Sun

　　定位原文： C段第2句“Johannes Kepler, in the…”

　　解题思路：文章中C段第二句提到了Johannes Kepler，他提出 the distances of the planets from the Sun governed their orbital speeds，其中 orbital speed 就等同于题中的 the time taken by a planet to go round the Sun。所以此题应选B。

　　Question 21

　　答案： C

　　关键词： Venus transit，make any calculations

　　定位原文： D段第5句“Fleeing on a French warship…”

　　解题思路：倒霉的法国人Le Gentil，在出现他姓名的D段，明确提到Le Gentil saw a wonderful transit — but the ship’s pitching and rolling ruled out any attempt at making accurate observations,其中 ruled out any attempt at making accurate observations 与题目中的 unable to make any calculations相对应。所以此题应选C。

　　Question 22

　　答案： FALSE

　　关键词： Hailey, observed

　　定位原文：C段最后一句“Nevertheless, he accurately…”

　　解题思路: 定位句含义为“尽管如此，Hailey是准确预测出金星会在1761年与1769年两次穿过太阳表面，只可惜他有生之年一次也没看到。”此题考点明显，比较好定位，如果在阅读过程中对Hailey印象深刻，因此很容易看到C段最后的这句话。

　　Question 23

　　答案： FALSE

　　关键词： managed to observe, second Venus transit

　　定位原文： D段最后一句“Ironically after travelling…”

　　解题思路： D段说到在逃亡的船上，Le Gentil的第一次观测没能成功;接着他去了菲律宾，准备第二次观测，但是对应句表明在最后一刻，天空多云，他又没成功，正好和题目中的说法相反。

　　Question 24

　　答案: TRUE

　　关键词: Venus, starts to pass in front of the Sun, appears distorted

　　定位原文: E段第2句“When Venus begins to cross…”

　　解题思路：根据句中begins to cross the Sun’s disc和题目中的starts to pass in front of the Sun相对应找到此题定位处，此时会发现对应句中的looks和题目中的appears可以完全对应，另外可以根据句中的not circular来推测前面的smear的意思，not表示转折，所以smear意思应与circular相反，不是圆的。如果考生不认识circular,则可以通过cir这个词根来联想 circle, 进而猜测。

　　Question 25

　　答案： NOT GIVEN

　　关键词： atmosphere, Venus, toxic

　　定位原文：E段最后一句“…Venus was surrounded by…”

　　解题思路：E段倒数第二行提到了 Venus was surrounded by a thick layer of gases,但是这里仅仅是说金星被厚厚的大气层所围绕，并未提到这个大气层是否是toxic(有毒的)。

　　Question 26

　　答案： TRUE

　　关键词： parallax principle, distant stars

　　定位原文：F段倒数第3句“The parallax principle can be extended to measure…”

　　解题思路：The parallax principle can be extended to measure the distances to the stars.视差原理可以延伸应用到恒星之间距离的测量中。利用parallax principle和顺序法则很容易定位此题，而且此题考点与第14题相似，不管先做哪个题目，另外一题都会很容易得出正确答案。

　　Test 2 Passage 3

　　Question 27

　　答案： C

　　关键词： Neuroeconomics

　　定位原文：第1段内容

　　解题思路：题目：神经经济学作为一个研究领域，旨在：A.改变科学家对脑化学的解读;

　　B.了解大脑如何做出正确决定;C.了解在激烈的竞争中大脑与成功的关系;D.追踪大脑不同部分中神经元的具体放电模式。利用定位词可以将此题定位至文章第一段的第三句，然后和四个选项进行比较。句中的success可以对应题中的achievement，competitors可以对应题中的 competitive。句中which弓|导的非限制性定语从句对先行词neuroeconomics起了解释说明的作用。故答案应该选择C。选项D在第一段虽然被提及，但并非是神经经济学研究目的之所在，故排除。选项B根本未被提及，也可以排除。选项A貌似有道理，但实际上是对第一段某些词语的过度解读。

　　Question 28

　　答案： B

　　关键词： iconoclasts, distinctive

　　定位原文：第2段内容

　　解题思路：作者认为传统叛逆者与众不同是因为：A他们的大脑回路与众不同;B他们的大脑功能与众不同;C他们的性格与众不同;D他们能很快做出决定。此题定位点在文章第二段第一句，这句话明确说明传统叛逆者之所以与众不同，主要是因为他们的大脑在三方面与众不同：认知力、恐惧反应力以及社交能力。由此可知选项B正确。A和B相比，过于具体，仅仅将与众不同理解为回路不同，与文中说的三方面不同相悖，故可以排除。选项D的解释过于简单，可以直接排除。至于选项C中出现的personalities一词则出现在第二段的倒数第四行，此信息已经于本题无关。

　　Question 29

　　答案： D

　　关键词： brain, efficiently

　　定位原文：第3段内容

　　解题思路：题目：作者认为大脑可以高效工作，这是因为：A.大脑迅速利用眼睛;B.大脑对信息的解读逻辑性强;C.大脑产生能量，自给自足;D.大脑依赖过往事件。根据定位词efficiently可以快速将此题定位至文章中第三段第二句，然后根据该段内容对各个选项进行判断。首先可以排除选项A，这一段只是提到面对眼前源源不断输入的信息，大脑会快速解读，而不是说大脑利用眼睛干什么。选项B中提到的逻辑，文中也并未涉及。而选项C说大脑可以自己给自己提供能源，一定是对第二句中It has a fixed energy budget的误读。这样排除掉前三个选项之后，正确答案应该就是选项D。

　　Question 30

　　答案： C

　　关键词： perception

　　定位原文：第3段和第4段

　　解题思路：题目：作者认为认知是：A.光子与声波的结合;B.感官信号的可靠产物;C.大脑处理的结果;D.一个我们通常能意识到的过程。这道题目横跨的篇幅比较长，文中对应点在第三段和第四段。首先，在第三段倒数第二行Perception is not simply a product of what your eyes or ears transmit to your brain.从这句话就可以知道，选项B是不对的;接着，利用最后一句话More than the physical reality of photons or sound waves, perception is a product of the brain.可以排除选项A，同时引出选项C有可能正确。最后在第四段第四行后半句中提到Perception is not something that is hardwired into the brain. It is a learned process...正好能够和选项C 中的a result of brain processes 对应。

　　Question 31

　　答案： B

　　关键词： iconoclastic thinker

　　定位原文：第4段内容

　　解题思路：题目：作者认为传统叛逆者A.将认知思考集中于大脑一个区域;B.会避开认知陷阱;C.拥有天生就适合学习的大脑;D.会拥有比常人更多机会。此题定位在第四段。该段第二句和第三句提到Iconoclasts see things differently to other people. Their brains do not fall into efficiency pitfalls as much as the average person’s brain. 这句话实际上对应的就是选项B。但是有粗心的话会因为 average person这个词组选择D。选项D不仅不正确，反而可以根据其中不存在的比较关系直接排除。选项A中的central—词，估计是发源于第四段第一句话Perception is central to iconoclasm.应该直接被排除掉。至于选项C中出现的hardwired, 在第四段第四行中Perception is not something that is hardwired into the brain.就已经被否定了。

　　Question 32

　　答案： YES

　　关键词： brain, think differently, exposure, forces

　　定位原文：第5段第1句“The best way to see…” 要想思维方式与众不同，最佳做法就是往大脑里塞其闻所未闻的东西。

　　解题思路：这道题目实际上需要利用上一大题来确定其大位置是在第五段，在确定大致位置之后，再用定位词确定该题的确切位置是在第一句。Bombard一词是“轰炸”的意思，此处有强迫大脑接收信息的含义，对应题目中的forces; 以对应题目中的exposure。

　　Question 33

　　答案： YES

　　关键词： Iconoclasts, new experiences, unusually receptive

　　定位原文：第5段第3句“Successful iconoclasts have…” 成功的传统叛逆者非常乐意接受新鲜事物。

　　解题思路：文中的have an extraordinary willingness to be exposed to与题目中的are unusually receptive to相对应，what is fresh and different与题目中的new experiences相对应。

　　Question 34

　　答案： NOT GIVEN

　　关键词： shy

　　定位原文：第6段内容

　　解题思路：只在第六段中提到阻止人们创新思维的是两种恐惧：对不确定性的恐惧以及对沦为笑柄的担忧，接着上一题的定位句往下找，无法找到题干中所叙述的shy这个概念，而且全文也没有提及。

　　Question 35

　　答案： NO

　　关键词： overcome fear

　　定位原文：第6段第2句“Fear is a major impediment…” 恐惧是阻止人们像传统叛逆者那样思考的主要障碍，它使普通人在创新思考的道路上踌躇不前。

　　解题思路：此题出题思路有点绕，对应句的意思是说恐惧阻止了普通人像传统叛逆者那样进行思考。而且整个第六段都是在讲恐惧，尤其是对公开演讲的恐惧，是如此常见，甚至被认为是人性之一，显然，传统叛逆者也对公开演讲有恐惧，只是他们不会让这种恐惧在公开演讲时对自己产生阻碍。并不是像本题所叙述那样，传统叛逆者可以克服恐惧。

　　Question 36

　　答案： NOT GIVEN

　　关键词： embarrassment, fears

　　定位原文：无

　　解题思路：此题也是一道完全没有提及型的NOT GIVEN题。即便按照顺序原则顺着上一题向下找，但是直到找到第37题的考点，也没有出现 embarrassment一词。

　　Question 37

　　答案： NO

　　关键词： public speaking, psychological illness

　　定位原文：第6段第5句“But fear of public speaking,…” 但是，对公开演讲的恐惧则折磨着超过三分之一的人。因为人时不时就要讲一讲，所以这种恐惧太常见了，很难被视作一种精神疾病。

　　解题思路：这句话明确指出，对于公开演讲的恐惧由于涉及人群广、十分常见，所以很难被视作一种精神疾病。这就和题干的陈述直接冲突。在这里一定要能够理解too...to...“太……以至于不能……”这个结构。

　　Question 38

　　答案： A

　　关键词： successful iconoclast

　　定位原文：第7段第1句“Finally, to be successful iconoclasts, individuals…”

　　解题思路：可以看出要成为 successful iconoclasts，social intelligence必不可少。段末最后一句话Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.表明如果要成为成功的传统叛逆者，就必须知道认知和社会决策之间千丝万缕的联系。所以总结一下，a successful iconoclast既需要social intelligence，也需要perception。故此题应选A。

　　Question 39

　　答案： B

　　关键词： social brain

　　定位原文：第7段第4句“In the last decade there has been…”

　　解题思路：该句含义为“在过去的十年里，人们对社会型大脑的认知突飞猛进，对这种大脑在团队协作共同决策时所起的作用也了如指掌。”这句话提到的groups coordinate decision making，正好与选项B当中提到的how groups decide on an action相对应。故此题应选B。

　　Question 40

　　答案： C

　　关键词： an asset

　　定位原文：第8段内容

　　解题思路：第八段整个一段都是对iconoclasts的评价。在第一句中就提到了 iconoclasts是跨领域的人才，纵横艺术、技术、商业领域。正是他们的创造力和革新能力使得他们成为a major asset to any organization。只有选项C中提到in many fields, both artistic and scientific。故此题应选C。

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