ｐｏｓｓｉｂｉｌｉｔｙ［ｐｓｂｉｌｔｉ］ｎ.可能性
ａｃｋｎｏｗｌｅｄgｅ［ｋｎｌｉｄ］ｖｔ.承认
ｒｅｓｅａｒｃｈｅｒ［ｒｉｓｔ］ｎ.学者；研究员
gｅｏｌｏgｉｃａｌｓｃｉｅｎｃｅ地质学
ｓｃａｌｅ［ｓｋｅｉｌ］ｎ.范围
ｓｔｉｌｌ［ｓｔｉｌ］ａｄ.尽管如此；仍然
ａｃｔｉｖｅ［ｋｔｉｖ］ａ.(火山等)活跃的
ｓｅａｂｅｄ［ｓｉｂｅｄ］ｎ.海底；海床
Ｅｕｒａｓｉａｎ［ｊｕｒｅｉｎ］ａ.欧亚的
ｔｅｃｔｏｎｉｃ［ｔｅｋｔｎｉｋ］ａ.构造的；建筑的
ｐｌａｔｅ［ｐｌｅｉｔ］ｎ.板块
ｃｏｍｅｔｏgｅｔｈｅｒ聚集
ｍａｉｎｔａｉｎ［ｍｅｉｎｔｅｉｎ］ｖｔ.继续保持
ｐｏｗｅｒｆｕｌ［ｐａｕｆｕｌ］ａ.强大的；有力的
gｒｉｐ［ｒｉｐ］ｎ.掌握；控制
ｉｍａgｉｎａｔｉｏｎ［ｉｍｄｉｎｅｉｎ］ｎ.想象；幻想
ｆａｓｃｉｎａｔｉｎg［ｆｓｉｎｅｉｔｉ］ａ.迷人的；醉人的
ｓｕｒｒｏｕｎｄ［ｓｒａｕｎｄ］ｖｔ.包围；环境
ｄｏｚｅｎｓｏｆ许多；大量
Graham Island格雷厄姆岛(加拿大英属哥伦比亚西部岛屿，位于太平洋中)
make one's appearance出现
ｌａｓｔ［ｌｓｔ］ａｄ.后来；最后
ｂｕｂｂｌｅ［ｂｂｌ］ｖｉ.冒泡
ｓｐｉｔ［ｓｐｉｔ］ｖｉ.喷吐；喷发
ｐｅａｃｅｆｕｌｌｙ［ｐｉｓｆｕｌｉ］ａｄ.平和地；安静地
ｏｗｎｅｒｓｈｉｐ［ｕｎｉｐ］ｎ.所有权
ｄｉｓｐｕｔｅ［ｄｉｓｐｊｕｔ］ｎ.纠纷；争论
ｐｅａｋ［ｐｉｋ］ｎ.顶峰；高峰
ｋｉｎgｄｏｍ［ｋｉｄｍ］ｎ.领域；王国
ｒｏｕgｈｌｙ［ｒｆｌｉ］ａｄ.大致；大约
ｂｅｌｏｗ［ｂｉｌｕ］ｐｒｅｐ.在…下面
ｓｕｒｆａｃｅ［ｓｆｉｓ］ｎ.表面；水面
ｄｉｓｃｏｖｅｒ［ｄｉｓｋｖ］ｖｔ.发现；发觉
ｓｕｍｍｉｔ［ｓｍｉｔ］ｎ.顶点；顶端
ｍｅａｓｕｒｅ［ｍｅ］ｖｉ.有…的尺寸；有…长(宽、高)
km=kilometre［ｋｉｌｍｉｔ］ｎ.千米；公里
ｍａｉｎ［ｍｅｉｎ］ａ.主要的；首要的
ｂａｓｉｎ［ｂｅｉｓｎ］ｎ.盆地
ｔｈｅＴｙｒｒｈｅｎｉａｎ［ｔｉｒｉｎｉｎ］Sea第勒尼安海(为地中海的一部分)
ｐｏｒｔｉｏｎ［ｐｎ］ｎ.一部分
ｍａｉｎｌａｎｄ［ｍｅｉｎｌｎｄ］ｎ.大陆
ｖｏｌｃａｎｏｌｏgｙ［ｖｌｋｎｌｄｉ］ｎ.火山学
ｓｕｎｋｅｎ［ｓｋｎ］ａ.沉没的；凹陷的
ｉｎ ａ ｓｅｎｓｅ在某种意义上
let off排放出(液体、气体)
ｓｔｅａｍ［ｓｔｉｍ］ｎ.蒸汽；水汽
ｙｏｕｎg［ｊ］ａ.初期的；初级阶段的
ｎｏｔｅ［ｎｕｔ］ｖｔ.指出；特别提到
ｒｅｌｅａｓｅ［ｒｉｌｉｓ］ｖｔ.释放；排放
ｒｅｐｏｒｔ［ｒｉｐｔ］ｖｔ.介绍；叙述
ｄｉｒｅｃｔｏｒ［ｄｉｒｅｋｔ］ｎ.主管；主任
gｅｏｐｈｙｓｉｃｓ［ｄｉｕｆｉｚｉｋｓ］ｎ.地球物理学
be about to将要
ｚｏｎｅ［ｚｕｎ］ｎ.地带；地区
ａｐｐｅａｒｎｃｅ［ｐｉｒｎｓ］ｎ.出现
ｐｒｅｃｅｄｅ［ｐｒｉｓｉｄ］ｖｔ.在…之前；先于…出现
ｔｒｅｍｏｒ［ｔｒｅｍ］ｎ.震动；颤动
ｅｍｉｓｓｉｏｎ［ｉｍｉｎ］ｎ.(光、热等的)散发；喷射
ｖｉｓｉｂｌｅ［ｖｉｚｂｌ］ａ.明显的；看得见的
ｄｉｓｔａｎｃｅ［ｄｉｓｔｎｓ］ｎ.距离
ｌａｓｔ［ｌｓｔ］ｖｉ.持续
ｆｉｃｋｌｅ［ｆｉｋｌ］ａ.变幻无常的
ｓｅａｐｏｒｔ［ｓｉｐｔ］ｎ.海港；港口城市
ｓｉｃｉｌｉａｎ［ｓｉｓｉｌｊｎ］ａ.西西里岛的
ｏｂｓｅｒｖｅｒ［ｂｚｖ］ｎ.观察者；观测者
at the time当时
ｗｏｎｄｅｒ［ｗｎｄ］ｖｔ.对…感到惊讶；惊奇
a chain of一连串的
spring up突然出现；跳出
...将…与…相连
Tunisia［ｔｊｕｎｉｚｉ］突尼斯(北非国家) thus［ｓ］ａｄ.因而；从而
ｕｐｓｅｔ［ｐｓｅｔ］ｖｔ.颠覆；推翻
gｅｏｐｏｌｉｔｉｃｓ［ｄｉｕｐｌｔｉｋｓ］ｎ.地缘政治学
ｒｅgｉｏｎ［ｒｉｄｎ］ｎ.地区；地域
ｆｏｕｎｔａｉｎ［ｆａｕｔｉｎ］ｎ.喷泉
ｌａｖａ［ｌｖ］ｎ.熔岩；火山岩
gｕｓｈ［］ｎ.喷涌；涌出
ｆｉｓｓｕｒｅ［ｆｉ］ｎ.裂缝；裂沟
ｅｘｐｌｏｄｅ［ｉｋｓｐｌｕｄ］ｖｉ.爆炸；爆发
ｏｎｃｏｎｔａｃｔｗｉｔｈ与…接触
spit out喷出；吐出
ｂｉｌｌｏｗｉｎg［ｂｉｌｕｉ］ａ.翻腾的
ｌｏｒｄ［ｌｄ］ｎ.统治者；爵士
ａｄｍｉｒａｌｔｙ［ｄｍｒｌｔｉ］ｎ. (英国)海军部
ｐｌａｎｔ［ｐｌｎｔ］ｖｔ.安插
ｄｉｓｐａｔｃｈ［ｄｉｓｐｔ］ｖｔ.派遣
ｃｏｒｖｅｔｔｅ［ｋｖｅｔ］ｎ.轻巡洋舰
ｄｕｂ［ｄｂ］ｖｔ.授予称号
ｃｌａｉｍ［ｋｌｅｉｍ］ｖｔ.要求；认领
ｉｎｈｏｎｏｒｏｆ向…表示敬意；为祝贺…
ｄｉｐｌｏｍａｔｉｃ［ｄｉｐｌｍｔｉｋ］ａ.外交的；老练的
ｗｒａｎgｌｅ［ｒｌ］ｖｉ.争论；争吵
break out爆发
ｒｅｓｏｌｖｅ［ｒｉｚｌｖ］ｖｔ.解决
sea level海平面
ｄｉａｍｅｔｅｒ［ｄａｉｍｉｔ］ｎ.直径
ｃｒｕｍｂｌｅ［ｋｒｍｂｌ］ｖｉ.崩溃；粉碎
ｄｉｓａｐｐｅａｒ［ｄｉｓｐｉ］ｖｉ.消失；不见
ｓｉｎｋ［ｓｉｋ］ｖｉ.沉没；下沉
ｃｏｕｎｃｉｌ［ｋａｕｎｓｌ］ｎ.委员会；理事会
ｍａｒｉｎｅ［ｍｒｉｎ］ａ.海产的；海的
gｅｏｌｏgｙ［ｄｉｌｄｉ］ｎ.地质学；地质概况
ｅｘｃｉｔｅｍｅｎｔ［ｉｋｓａｉｔｍｎｔ］ｎ.刺激；兴奋
ｆｌａｎｋ［ｆｌｋ］ｎ.侧面
ｐｒｅｓｓ［ｐｒｅｓ］ｎ.新闻业
ｍｉｓｉｎｔｅｒｐｒｅｔ［ｍｉｓｉｎｔｐｒｉｔ］ｖｔ.曲解
ｂｕｚｚ［ｂｚ］ｖｉ.(谣言等)流传
ｅｒｕｐｔ［ｉｒｐｔ］ｖｉ.爆发
ｂｌｏｗ ｕｐ爆炸
set off引起；使爆发
a series of一系列的
high wave巨浪
ｄｅｖａｓｔａｔｅ［ｄｅｖｓｔｅｉｔ］ｖｔ.毁坏；破坏
ｖａｓｔ［ｖｓｔ］ａ.巨大的；大量的
Ｃａｍｐａｎｉａ［ｋｍｐｅｉｎｉ］坎帕尼亚区
Ｎａｐｌｅｓ［ｎｅｉｐｌｚ］那不勒斯(意大利西南部港市)
gｅｏｒｅｓｏｕｒｃｅ［ｄｉｕｒｉｓｓ］n.地理资源
ｔｅｒｒｉｔｏｒｙ［ｔｅｒｉｔｒｉ］ｎ.领土；地域
ｓｉgｎ［ｓａｉｎ］ｎ.迹象
ｃｏｌｌａｐｓｅ［ｋｌｐｓ］ｖｉ.倒塌；崩溃
sooner or later迟早
ｕｎｌｅａｓｈ［ｎｌｉ］ｖｔ.释放
from now从现在开始
ｍａｊｏｒ［ｍｅｉｄ］ａ.主要的
ｖｏｌｃａｎｏｌｏgｉｓｔ［ｖｌｋｎｌｄｉｓｔ］ｎ.火山学家
ｅｘｐｌｏｓｉｖｅ［ｉｋｓｐｌｕｓｉｖ］ａ.爆炸性的
ｗａｔｅｒｐｒｅｓｓｕｒｅ水压
om...阻止
blow one's top发脾气(此处指火山爆发)
ｖｏｌｕｍｅ［ｖｌｊｕｍ］ｎ.体积；量
ｔｉｄａｌ［ｔａｉｄｌ］ａ.潮汐的
active volcano活火山
ｍｏｎｉｔｏｒ［ｍｎｉｔ］ｖｔ.监控
on land在陆地上
lower slope低地；缓坡
ｒｅａｐｐｅａｒ［ｒｉｐｉ］ｖｉ.再出现；重新显露
international relation国际关系
ｐｒｏｂａｂｉｌｉｔｙ［ｐｒｂｂｉｌｔｉ］ｎ.可能性；概率
ｆｏｒｍａｌｌｙ［ｆｍｌｉ］ａｄ.正式地
ａｒｉｓｅ［ｒａｉｚ］ｖｉ.出现；发生
have a big fight over...就…激烈争吵
diplomatic dispute外交纠纷
ｉｍｐｒｏｂａｂｌｅ［ｉｍｐｒｂｂｌ］ａ.不可能的
belong to属于
ｐｒｅｃａｒｉｏｕｓ［ｐｒｉｋｒｉｓ］ａ.不稳定的；不确定的
ｌｏｃａｔｉｏｎ［ｌｕｋｅｉｎ］ｎ.地点
ｉｎｔｅｒｓｅｃｔｉｏｎ［ｉｎｔｓｅｋｎ］ｎ.交叉点
be destined to注定要…
二、题目
ｐｌａｔｅ［ｐｌｅｉｔ］ｎ.【地】板块
split apart分开；分裂
ｃｏｎｓｕｌｔ［ｋｎｓｌｔ］ｖｔ.请教；商量
ｄｏｗｎｐｌａｙ［ｄａｕｎｐｌｅｉ］
ｖｔ.［美口］贬低；低估
over_sensationalize［ｕｖｓｅｎｓｅｉｎｌａｉｚ］vt.过分渲染；夸大其辞
ｒｉｓｋ［ｒｉｓｋ］ｎ.风险；冒险
ｅｍｅｒgｅ［ｉｍｄ］ｖｉ.出现；显现
第五部分阅读理解全真模拟试题
阅读理解全真模拟试题一
INTERNATIONAL ENGLISH LANGUAGE
TESTING SYSTEM
ACADEMIC READING
TEST 1
TIME ALLOWED：1 hour
NUMBER OF QUESTIONS：40
Instructions
WRITE ALL YOUR ANSWERS ON THE ANSWER SHEET
The test is in 3 sections:
Reading Passage 1 Questions 1 -15
Reading Passage 2 Questions 16-28
Reading Passage 3 Questions 29-40
Remember to answer all the questions. If you are having trouble with a question, skip it and return to it later.
READING PASSAGE 1
You are advised to spend about 20 minutes on Questions 1-15 which are based on Reading Passage 1.
The Birth Of The Microwave
A Chances are, you'll use a microwave oven at least once this week-probably (according to research) for heating up leftovers or defrosting something. Microwave ovens are so common today that it's easy to forget how rare they once we re. As late as 1977, only 10% of U.S. homes had one. By 1995, 85% of households had at least one. Today, more people own microwaves than own dishwashers.
B Magnetrons, the tubes that produce microwaves, we re invented by British scientists in 1940. They were used in radar systems during World War II, and were instrumental in detecting German planes during the Battle of Britain. These tubes—which are sort of like TV picture tubes—might still be strictly military hardware if Percy Spencer, an engineer at Raytheon (a U.S. defense contractor), hadn't stepped in front of one in 1946. He had a chocolate bar in his pocket; when he went to eat it a few minutes later, he found that the chocolate had almost completely melted. That didn't make sense. Spencer wasn't hot—how could the chocolate bar be? He suspected the magnetron was responsible , so he tried an experiment. He put a bag of popcorn kernels in the tube. Second s later, they popped. The next day, Spencer brought eggs and an old tea-kettle t o work. He cut a hole in the side of the kettle, put an egg in it, an laced it next to the magnetron. Just as a colleague went to see what was happening, the egg exploded.
C Spencer shared his discovery with his employers at Raytheon, and suggested manufacturing magnetron-powered ovens to sell to the public. Raytheon was interested. They had the capacity to produce 10,000 magnetron tubes per week, but wit h World War II over, military purchases had been cut down to almost nothing. What is the better way to recover lost sales than to put a radar set disguised as a microwave oven in every American home? Raytheon agreed to back the project. The company patented the first “high frequency dielectric heating apparatus" in1953. Then they held a contest to find a name for their product. Some came up with "Radar Range", which was later combined
into the single word—Radarange.
D Raytheon had a great product idea and a great name, but they didn't have a n oven anyone could afford. The 1953 model was 51/2 feet tall, weighed more than750 pounds, and cost $3000.Over the next 20 years, railroads, ocean liners andhigh-end restaurants were virtually the only Radarange customers. In 1955, a company called Tappan introduced the first microwave oven for average consumers; It was smaller than the Radarange, but still cost $1,295—more than some small homes. Then in 1964, a Japanese company perfected a miniaturized magnetron, and Raytheon soon after introduced a Radarange that used the new magnetron. It sold for $495. But that was still too expensive for the average American family. Finally, in the 1980s, technical improvements lowered the price and improve the qualityenough to make microwave ovens both affordable and practical. By 1988, 10% of al l new food products in the U.S were microw aveable.
E Here is the first thing you should know about "microwaves": Like visible light, radio waves and X-rays, they are waves of electromagnetic energy. What makes the four waves different from each other? Each has a different length (wavelength) and vibrates at a different speed (frequency). Microwaves get their name because their wavelength is much shorter than electromagnetic waves that carry TV and radio signals. The microwaves in a microwave oven have a wavelength of about four inches, and they vibrate 2.5 billion times per second—about the same natural frequency as water molecules. That's what at makes them so effective at heating food. A conventional oven heats the air in the oven, which then cooks the food. But microwaves cause water molecules in the food to vibrate at high speeds, creating heat. The heated water molecules are what cook the food. Glass, ceramic s and plastics contain virtually no water molecules, which is why they don't heat up in the microwave. When the microwave oven is turned on, electricity passesthrough the magnetron, the tube that produces microwaves. The microwaves are the n channeled down a metal tube (waveguide) and through a slow rotating metal fan(stirrer), which scatters them into the part of the oven where the food is place d. The walls of the oven are made of metal, which reflects microwaves the same way that a mirror reflects visible light. So when the microwaves hit the stirrerand are scattered into the food chamber, they bounce off the metal walls and penetrate the food from every direction. Some ovens have a rotating turntable thathelps food cook more evenly.
F Do microwaves cook food from the inside out? Some people think so, but the answer seems to be no. Microwaves cook food from the outside in, like conventional ovens. But the microwave energy only penetrates about an inch into the food. T he heat that's created by the water molecules then penetrates deeper into the food, cooking it all the way through. This secondary cooking process is known as "conduction".
G When sales of microwave ovens took off in the late 1980s, millions of cooks discovered the same thing: Microwaves just don't cook some foods as well as regular ovens do. The reason: Because microwaves cook by exciting the water molecules in food, the food inside the microwave oven rarely cooks at temperature higher than 212°F, the temperature at which water turns to steam. Conventional oven s, on the other hand, cook to temperatures as high as 550°F. High temperatures are needed to caramelize sugars and break down proteins, carbohydrates and other substances, and combine them into more complex flavors. So, microwave oven can't do any of this, and it can't bake, either. Some people feel this is the microwave's Achilles heel. "The name ‘microwave oven' is a misnomer," says Cindy Ayers, an executive with Campbell Soup. “It doesn't do what an oven does." "It's a glorified popcorn popper," says Tom Vierhile, a researcher with Marketing Intelligence, a newsletter that tracks microwave sales. "When the microwave first came out, people thought they had stumbled on nirvana. It's not the appliance the food industry thought it would be. It's a major disappointment." Adds one cooking critic: "Microwave sales are still strong, but time will tell whether they have a future in the American kitchen."
Questions 1-6
Reading Passage 1 has seven paragraphs A-G. State which paragraph discusses each of the points below. Write the appropriate letters A-G in boxes 1-6 on your answer sheet.
ExamplesThe Discovery That Spencer Made
Answer B
1. The Introduction of the Radarange
2. The Conduction Process of Heating Food
3. Basic Cooking Method of Microwave Oven
4. The Commercial Development of the Microwave
5. Popularity of Microwaves Today
6. Limitations of the Microwave
Questions 7-11
Complete the summary below with the word taken from each blank. Write your answers in boxes 7-11 in your answer sheet. Use NO MORE THAN ONE WORD for each blank.
Before magnetrons were used for microwaves they were primarily used in(7) systems. Microwaves have much (8) wavelength than electromagnetic waves. Why do microwaves cook so fast? The reason that regular ovens cook so slowly is because ovens heat air molecules first, while microwaves heat (9) molecules first. Microwave ovens can cook food in any direction because when the microwaves hits the metal walls in a microwave they (10) off the metal walls. The process that allows microwaves to cook food from the outside to the inside may best be called “heat transfer by (11)."
Questions 12-15
Do the following statements agree with the information given in Reading Passage1? Write your answers in boxes 12-15 on your answer sheet.
YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage
12. Spencer invented magnetrons.
13. Regular ovens are better at breaking down sugars because they heat them at a lower temperature.
14. Raytheon couldn't make money out of microwave ovens at first.
15. In the future, microwave sales are not likely to be as good as they w ere in the past.
READING PASSAGE 2
You are advised to spend about 20 minutes on Questions 16-28 which are based o n Reading Passage 2.
Play with mother is key to children's success (Mothers who did badly at school ca n still boost their young children's academic performance with stimulating activities at home). Mothers' (rather than fathers') own educational achievements have long been thought to be the key to children's progress at school. But government-funded research suggests that mothers can compensate for their lack of exam success if they offer their under-fives activities linked to literacy and numeracy.
Researchers from Oxford, Cardiff and London universities, who measured the attainments of more than 2,000 children at the ages of three and five, found that their mothers' education is important in accounting for differences between children. But what the mother did with the child was even more important. Those who talked frequently to their children, who played games with numbers and letters, read to them, took them to the library and taught them songs and nursery rhymes had a significant effect on their attainment both at the ages of three and five. Professor Pam Sammons, of London University's Institute of Education, said: "Children's progress is not completely determined by social disadvantage. What parents do with children is critically important. Parents who have no educational qualifications can still do many things to help their children. We need to encourage parents, particularly younger ones, to play with children and to talk to them."
Sammons said the findings emphasized the importance of policies for supporting families of under-threes, for example the government's Sure Start programme. MPs on the Select Committee for Education are investigating early years education. Ministers have provided a nursery, playgroup or school place for every four-year-old, but critics say that too many children are now in school reception classes, which are not equipped for them. There are more staff workers for each child in nurseries than in reception classes. The researchers, comparing children's achievements in math and literacy, found that playgroups and private day nurseries tended to do much less well than nursery schools, which combined education, daycare and reception classes.
This research is consistent with previous studies that show the benefit of mot her play in other areas such as in a child's creativity and social development u sing other devices such as music and toys. Music helps children connect the outer world of movement and sound with the inner world of feelings and observations. Children learn music the same way they learn language—by listening and imitating. Finger play promotes language development, motor skills and coordination, as well as self-esteem. Young children are proud when they sing a song and can d o the accompanying finger movements. Listening to music also teaches important p re-reading skills. As youngsters use small drums or other percussion instruments(homemade or store-bought), they can play the rhythmic pattern of words.
Babies become social beings through watching their parents, and through interacting with them and the rest of the family and later with others. It is a crucial time to begin teaching by example how people should behave toward one another. Toys that help babies with social development are stuffed animals, animal mobiles and dolls. Even very small babies can socialize with them. The infant will often converse with animals prancing on the crib bumpers or revolving on a mobile. Later, books and opportunities for make-believe and dress-up play also help children to develop social skills.
In the beginning, babies' hand movements are totally random. But within a few months those tiny hands will move with more purpose and control. A mother has a particularly important role in the development of purposeful movement by giving her baby's hands plenty of freedom; rather than keeping them swaddled or tucked under a blanket (except outdoor in cold weather). Researchers suggest providing a variety of objects that are easy for small hands to pick up and manipulate, and that don't require fine dexterity. And since young babies usually won't grasp objects that are directly in front of them, a mother should offer these objects from the side.
Researchers suggest that mothers give babies ample of opportunity for "hands-on " experience with the following:
* Rattles that fit small hands comfortably. Those with two handles or grasping surfaces allow a baby to pass them from hand to hand, an important skill, and those that baby can put their mouth on will help bring relief when teething begins.
* They also suggest mothers use cradle gyms (they fit across a carriage, playpen or crib) that have a variety of parts for baby to grab hold of, spin, pull and poke. Beware of those, however, with strings more than 6 inches long, and take any gym down once your baby is able to sit up.
* Another useful play device is an activity board that requires a wide range of hand movements to operate, many of which your baby won't be able to intentionally maneuver for a while, but some of which even a young infant can set in motion accidentally with a swipe of a hand or foot. Besides the spinning, dialing, pushing, and pressing skills these toys encourage, they also teach the concept of cause and effect.
Questions 16-19
Complete the table below. Use NO MORE THAN THREE WORDS from the passage for each answer. Write your answers in boxes 16-19 on your answer sheet.
A play device that helps children to understand the cause and effect of movement is the (16).
Babies learn how to develop social behaviour by playing with (17).
Research shows that learning music and a language are similar in that they both involve (18).
Make believe (19).
Questions 20-24
Choose one phrase A-H from the list of phrases to complete each key point below. Write the appropriate letters A-H in boxes 20-24 on your answer sheet. NB There are more phrases A-H than sentences, so you will not use them all.
List of Phrases
A. Offer it from the side of the baby
B. Improve a child's imagination
C. Have strings more than six inches long
D. Teach cause and effect
E. Play and talk with your child
F. Require fine dexterity skills
G. Build social skills
H. Build pre-reading skills
20. Listening to music can help ...
21. Researchers suggest mothers provide objects that do not ...
22. It is important that cradle gyms do not ...
23. Even if you have no educational qualifications, you should ...
24. If you give an object to a baby you should ...
Questions 25-28
Do the following statements reflect the claims in Reading Passage 2? In boxes 25-28 write:
YES if the statement reflects the writer's claims
NO if the statement contradicts the writer
NOT GIVEN if there is no information about this in the passage
25. The research lends support to the benefit of private day nurseries.
26. There is no shortage of nurseries, playgroup or school places.
27. Young babies at all ages benefit from mothers who talk and play games with them. 28. The text suggests one key problem with reception classes is lack of staff per child.
READING PASSAGE 3
You are advised to spend about 20 minutes on Questions 29-40 which are based on Reading Passage 3.
World Health Organization Report: MALARIA
Malaria is by far the world's most important tropical parasitic disease, and kills more people than any other communicable disease except tuberculosis. In many developing countries, and in Africa especially, malaria exacts an enormous toll in lives, despite the fact that malaria is a curable disease if promptly diagnosed and adequately treated. The geographical area affected by malaria has shrunk considerably over the past 50 years, but the control is becoming more difficult and gains are being eroded. Increased risk of the disease is linked with changes in land use linked to activities like road building, mining, logging and agricultural and irrigation projects, particularly in "frontier" areas like the Amazon and in S.E Asia. Other causes of its spread include global climatic change, disintegration of health services, armed conflicts and mass movements of refugees.
The emergence of multi-drug resistant strains of parasites is also exacerbating the situation. Malaria is re-emerging in areas where it was previously under control or eradicated. Malaria is a public health problem today in more than 90 countries, inhabited by a total of some 2, 400 million people—40% of the world 's population. Worldwide prevalence of the disease is estimated to be in the order of 300-500 million clinical cases each year. More than 90% of all malaria cases are in sub-Saharan Africa. Mortality due to malaria is estimated to be over 1million deaths each year. The vast majority of deaths occur among young children in Africa, especially in remote rural areas with poor access to health services. Other high-risk groups are women during pregnancy, and non-immune travellers, refugees, displaced persons and labourers entering endemic areas.
Malaria epidemics relate to political upheavals, economic difficulties, and en vironmental problems. Transmission of malaria is affected by climate and geography, and often coincides with the rainy season. More than any other disease, malaria hits the poor. Costs to countries include costs for control and lost workdays—estimated to be 1-5% of GPD in Africa. For the individual, costs include the price of treatment and prevention, and lost income. Rural communities are part icularly affected. The rainy season is often a time of intense agricultural activity, when poor families earn most of their annual income. Malaria can make these families even poorer. In absolute numbers, malaria kills 3,000 children per day under five years of age. It is a death toll that far exceeds the mortality rat e from AIDS. African children under five years of age are chronic victims of mal aria, and fatally afflicted children often die less than 72 hours after developing symptoms. In those children who survive, malaria also drains vital nutrients from children, impairing their physical and intellectual development. Yet protection of children can often be easy. Randomised control trials show that about 3 0 per cent of child deaths could be avoided if children slept under bed nets regularly treated with recommended insecticides such as pyrethroids. Unlike early insecticides such as DDT, pyrethroids are derived from a naturally occurring substance, PYRETHRUM, found in chrysanthemums and will remain effective for 6 to 12months.
The estimated costs of malaria, in terms of strains on the health systemsand economic activity lost, are enormous. In affected countries, as many as 3 in 10 hospital beds are occupied by victims of malaria. In Africa, where malariareaches a peak at harvest time and hits young adults especially hard, a single bout o f the disease costs an estimated equivalent of 10 working days. Research indicates that affected families clear only 40 per cent of land for crops compared with healthy families. The direct and indirect costs of malaria in sub-Saharan Africa exceed $2 billion, according to 1997 estimates. According to UNICEF, the average cost for each nation in Africa to implement malaria control programmes is estimated to be at least $300,000 a year. This amounts to about six US cents ($0.06) per person for a country of 5 million people.
In malaria-endemic parts of the world, a change in the risk of malaria can be the unintended result of economic activity or agricultural policy that changes the use of land (e.g. creation of dams, irrigation schemes, commercial tree cropping and deforestation).
"Global warming" and other climatic phenomena such as "El Nio" also play their role in increasing the risk of the disease. The disease has now spread to highland areas of Africa, for example, while El Nio has an impact on malaria because the associated weather disturbances influence vector breeding sites, and hencetransmission of the disease. Many areas have experienced dramatic increases in the incidence of malaria during extreme weather events correlated to El Nio. More over, outbreaks may not only be larger, but more severe, as the populations affected may not have high levels of immunity. Quantitative leaps in malaria incidence coincident with ENSO (El Ni/Southern Oscillation) events have been recorded around the world.
Prevention of malaria encompasses a variety of measures that may protect against infection or against the development of the disease in infected individuals. Measures that protect against infection are directed against the mosquito vector. These can be personal (individual or household) protection measures e.g., protective clothing, repellents, bed nets, or community/population protection measures e.g., use of insecticides or environmental management to control transmission . Measures that protect against the disease but not against infection include chemoprophylaxis.
In spite of drug resistance, malaria is a curable disease, not an inevitable burden. Although there are only a limited number of drugs, if these are used properly and targeted to those at greatest risk, malaria disease and deaths can be reduced, as has been shown in many countries. Disease management through early diagnosis and prompt treatment is fundamental to malaria control. It is a basic right of affected populations and needs to be available wherever malaria occurs. Children and pregnant women, on whom malaria has its greatest impact in most parts of the world, are especially important.
Malaria control is everybody's business and everybody should contribute to it, including community members and people working in education, environment, water supply, sanitation and community development. It must be an integral part of national health development and community action, for control must be sustained and supported by intersectoral collaboration at all levels and by monitoring, training and evaluation, as well as by operational and basic research.
Questions 29-33
Classify the following descriptions as referring to
Sub-Saharan Africa SA
Malaria epidemics ME
Malaria fatalities MF
Rural communities RC
Cost of malaria CM
Disease management DM
The Amazon AZ
Write the appropriate letters in boxes 29-33 on your answer sheet.
NB: you may use any answer more than once.
29. An area that is the worst for malaria.
30. These are often greater in areas suffering from climate change.
31. High after malaria takes effect but not so high if any measures are taken.
32. The area that is hit hard because it relies so much on labour.
33. This area is at risk because of land use activities.
Questions 34-35
Circle the correct answers to questions 34-35.
34. The reason that Malaria is such a devastating disease is because
A. it is incurable.
B. the geographical area affected by malaria has grown.
C. it affects so many people, particularly the poor.
D. it kills more people than any other disease in Africa.
35. In Africa, malaria reaches its highest point during
A. wars.
B. the hot part of the summer.
C. rainy days.
D. harvest time.
Questions 36-40
Do the following statements agree with the information given in Reading Passage 3? Write your answers in boxes 36-40 on your answer sheet.
YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in thepassage
36. Malaria will take a great deal of resources to combat, though it will save money in the long run.
37. Some strains of malaria cannot be treated with standard drugs.
38. Global warming and El Nio are causes of malaria.
39. The biggest reason rural places are hardest hit is lack of medicine.
40. Chemoprophylaxis is not a protection against the disease.
阅读理解全真模拟试题二
INTERNATIONAL ENGLISH LANGUAGE
TESTING SYSTEM
ACADEMIC READING
TEST 2
TIME ALLOWED：1 hour
NUMBER OF QUESTIONS：40
Instructions
WRITE ALL YOUR ANSWERS ON THE ANSWER SHEET
The test is in 3 sections:
Reading Passage 1 Questions 1 -14
Reading Passage 2 Questions 15-27
Reading Passage 3 Questions 28-40
