劍橋雅思真題解析閱讀9(test3)
雅思閱讀部分一直都是中國考生比較重視的題目，並且也是很有難度的題目，針對於雅思閱讀真題資料也是大家需要重點分析的。今天智課網小編就給大家帶來了關於劍橋雅思閱讀9及真題解析(test3)的內容，一起來分析一下吧。
劍橋雅思閱讀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 systematic 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 over 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, intelligence, 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 inherently 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 ‘standard’ 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 prescriptively, 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 settling 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; others 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 concern 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 record 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 ‘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 ‘descriptivists’ 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 presented 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
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 education than about small differences in language usage.
3 Our assessment of a person’s 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 pointless 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 sheet.
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 experts 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 writer’s purpose in Reading Passage 1?
A. to argue in favour of a particular 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 minutes 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 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 technology 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. 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 sixth or more of the UK’s 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 country’s electricity with banks of turbines under the sea, and another at Alderney in the Channel Islands three times the 1,200 megawatts of Britain’s 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.
C. Work on designs for the new turbine blades and sites are well advanced at the University of Southampton’s 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 and 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 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.’ Southampton 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 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 power, 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 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 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 turbines. 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 have 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.
NB 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 another 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 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 industries.
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 the 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 everything — 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 took 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 temperatures 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 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 NASA’s 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 beyond 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 techniques 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 of communication which has since inveigled its way into a host of applications, from DVDs to satellite communications to bar codes — any area, in short, where data has to be conveyed rapidly yet accurately.
C. This all seems light years away from the down-to-earth uses Shannon originally had for his work, which began when he was a 22-year-old graduate engineering student at the prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently simple aim: to pin down the precise meaning of the concept of ‘information’. The most basic form of information, Shannon argued, is whether something is true or false — which can be captured in the binary unit, or ‘bit’, of the form 1 or 0. Having identified this fundamental unit, Shannon set about defining otherwise vague ideas about information and how to transmit it from place to place. In the process he discovered something surprising: it is always possible to guarantee information will get through random interference — ‘noise’ — intact.
D. Noise usually means unwanted sounds which interfere with genuine information. Information theory generalses this idea via theorems that capture the effects of noise with mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at which information can pass along communication channels while remaining error-free. This rate depends on the relative strengths of the signal and noise travelling down the communication channel, and on its capacity (its ‘bandwidth’). The resulting limit, given in units of bits per second, is the absolute maximum rate of error-free communication given singal strength and noise leve. The trick, Shannon showed, is to find ways of packaging up —‘coding’ — information to cope with the ravages of noise, while staying within the information-carrying capacity —‘bandwidth’ — of the communication system being used.
E. Over the years scientists have devised many such coding methods, and they have proved crucial in many technological feats. The Voyager spacecraft transmitted data using codes which added one extra bit for every single bit of information; the result was an error rate of just one bit in 10,000 — and stunningly clear pictures of the planets. Other codes have become part of everyday life — such as the Universal Product Code, or bar code, which uses a simple error-detecting system that ensures supermarket check-out lasers can read the price even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major breakthrough by discovering so-called turbo codes —which come very close to Shannon’s ultimate limit for the maximum rate that data can be transmitted reliably, and now play a key role in the mobile videophone revolution.
F. Shannon also laid the foundations of more efficient ways of storing information, by stripping out superfluous (‘redundant’) bits from data which contributed little real information. As mobile phone text messages like ‘I CN C U’ show, it is often possible to leave out a lot of data without losing much meaning. As with error correction, however, there’s a limit beyond which messages become too ambiguous. Shannon showed how to calculate this limit, opening the way to the design of compression methods that cram maximum information into the minimum space.
Questions 27-32
Reading Passage 3 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 27-32 on your answer sheet.
27 an explanation of the factors affecting the transmission of information
28 an example of how unnecessary information can be omitted
29 a reference to Shannon’s attitude to fame
30 details of a machine capable of interpreting incomplete information
31 a detailed account of an incident involving information theory
32 a reference to what Shannon initially intended to achieve in his research
Questions 33-37
Complete the notes below.
Choose NO MORE THAN TWO WORDS form the passage for each answer.
Write your answers in boxes 33-37 on your answer sheet.
The Voyager 1 Space Probe
? The probe transmitted pictures of both 33______ and ______, then left the 34 ______.
? The freezing temperatures were found to have a negative effect on parts of the space probe.
? Scientists feared that both the 35 ______ and ______ were about to stop working.
? The only hope was to tell the probe to replace them with 36 ______ — but distance made communication with the probe difficult.
? A 37 ______ was used to transmit the message at the speed of light.
? The message was picked up by the probe and the switchover took place.
Questions 38-40
Do the following statements agree with the information given in Reading Passge 3?
In boxes 38-40 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
38 The concept of describing something as true or false was the starting point for Shannon in his attempts to send messages over distances.
39 The amount of information that can be sent in a given time period is determined with reference to the signal strength and noise level.
40 Products have now been developed which can convey more information than Shannon had anticipated as possible.
劍橋雅思閱讀9原文參考譯文(test3)
PASSAGE 1 參考譯文：
對語言的態度
對於語言進行系統、客觀的研究並不容易。語言學上的普通爭論通常會升級爲謾罵和論戰。語言屬於 所有人，所以大多數人認爲他們有權保留自己對語言的看法。而當看法出現分歧時，人們可能變得情緒激 動。語言用法方面的一點小事，就能像語言學教育政策中的重大問題一樣很容易引起爭論。
另外，語言是一種非常公開的行爲，所以語言的不同用法很容易引起人們的注意與批評。所有社會組 成部分或者社會行爲無一例外。語言因素影響我們如何判斷一個人的個性、智力、社會地位、教育程度、工作能力以及許多關於身份與社會生存的其他方面。因此，當無意間發生語言攻擊時，人們很容易傷害他人 或受到傷害。
就其最通常的意義而言，規定主義認爲某種語言向來就比其他語言具有更高的價值，並且這一點應該 適用於整個語言社會。該觀點是特別針對語法和詞彙而提出的，但也經常涉及發音。這裏提到的具有更高 價值的語言通常指的是“標準”書面語言，尤其是在文學作品或最能體現這一特點的正式口語中。該語言的支持者其說話或者寫作的方法被稱爲“正確的”方法，而任何偏差都被認爲是“錯誤的”。
對所有主要語言的研究都是約定俗成的，尤其在18世紀對語法與詞典的編寫過程中。這些早期的語法 學家有以下三個目標：(a)他們想把語言規則編寫成文，證明看起來混亂的用法有其系統性;(b)找出一種 方法來解決關於語言用法的爭論;(c)指出他們所認爲的普遍錯誤，以便“改善”語言。該方法對語法“規則”的依賴最能體現出其獨裁的本質。其中一些用法是“約定俗成的”，要嚴格學習和遵守;而另外一些用法則是“禁止”的，是要避免的。在早期，沒有折中的衡量方法：語言用法非對即錯，而語法家的任務不只是記錄 不同的語法，還要對其進行判斷。
這些態度現在仍然伴隨着我們,並且引起人們對保留語言標準的廣泛關注。然而另一個不同的觀點認爲，應該更多地關注語言用法的事實，而不是語言用法的標準。該觀點可以總結爲：語法家的任務是描述而不是規定，是記錄語言多樣性的實例而不是試圖完成評價語言的差異或阻止語言的改變這樣不可能完成的任務。在18世紀後半期，我們已經發現了該觀點的支持者，比如Joseph Priestley,他在1761年編寫的《英語語法人門》中堅持認爲，“說話的習慣是最原始的、也是所有語言的唯一標準”。有人認爲語言問題是不能用邏輯與立法來解決的，這種觀點已經成爲現代語言學語法分析方法的宗旨。
在我們這個時代，“描述派”與“規定派”之間的對立經常變得很極端，雙方經常互相誤解。描述派語法家一直被認爲不注重標準，在他們看來，各種用法都同樣是合理的。而規定派語法家一直被認爲盲目遵循歷史傳統。雙方的對立甚至表現在類似政治的術語上——激進自由主義與精英保守主義。
TEST 3 PASSAGE 2 參考譯文：
潮汐發電
在水下安裝渦輪機利用潮汐發電，將成爲英國獲得可再生能源的一個重要途徑。現在預測潮汐發電可能產生的影響還爲時過早，但是種.種跡象表明，未來潮汐發電將發揮重要作用。
A和風力渦輪機的運行原理一樣，水力渦輪機的動力來自潮流，在潮流的作用下輪機葉片像船隻的螺旋槳一樣工作。但是與風不同的是，潮汐是可預測的，而且其輸人功率是恆定的。這項技術爲英國可再生能源的自給自足開闢了廣闊的前景，同時也大大降低了二氧化碳的排放量。如果潮汐、風力和海浪發電都能得到開發，那麼英國就能關閉天然氣、煤炭和核能發電站，並向歐洲其他地區出口可再生能源。與之前開發風能有所不同一風能由英國首先開發，而後卻擱置了20年，最後由荷蘭將其發展成一個主要產業，這次通過向日本與新西蘭這樣的島國出口水下渦輪機，英國將賺取鉅額外匯。
B已經確定選址的潮汐發電站將爲英國提供六分之一甚至更多的電力，而且其價格與現代汽輪機發電價格相比更具競爭力，同時可以使已經深陷困境的核工業的核能價格降低。僅僅是位於奧克尼島和蘇格蘭大陸之間的彭特蘭灣的一個潮汐發電站，其水下的數排渦輪機就能提供英國所需10%的電量。另一個位於海峽羣島內奧爾德尼島的發電站，其裝機容量是英國最大、最新核電站裝機容量的三倍，而這一位於薩福克郡的賽茲韋爾B核電站的最大裝機容量達到1,200兆瓦。其他已經確定的潮汐發電站選址包括布里斯托爾海峽和蘇格蘭西海岸，特別是位於坎貝爾敦與北愛爾蘭之間的海峽。
C南安普敦大學的可持續能源研究小組在新渦輪機葉片的設計和潮汐發電站的選址方面的工作進行得很順利。第一個潮汐發電站預計很快將在德文郡的林茅斯海岸建立，用來檢測貿易與工業部和歐盟的一個合資項目研發的技術。南安普敦大學可持續能源研究小組的負責人AbuBakr Bahaj表示：“潮流發電的前景要比風力發電好得多，因爲潮流可以預測而且恆定不變。應對海底惡劣鹽漬環境的技術已經在北海油田工業中得以研發，而且得益於對風力發電及船隻螺旋槳等技術的積累，人們對渦輪機葉片的設計已經有了很多瞭解。雖然目前有一些技術上的困難，但是我相信在未來的五到十年之間我們將建立商業性的水力發電場。”南安普敦大學在三年多裏已經獲得了215,000英鎊用於製造渦輪機，並且正與IT 能源公司的子公司海洋洋流渦輪機公司合作開展林茅斯項目。歐盟的研究巳經確定了106處潛在的潮汐發電站選址，其中80%位於英國海岸線附近。最好的位置是在島嶼之間或者犬牙交錯的海岸線附近，這些地方擁有強大的潮流。
D水力渦輪機葉片只需要有風力發電機葉片三分之一的大小，就能產生風力發電機三倍的電力。由於葉片的直徑大約爲20米，所以需要方圓30米左右的水域進行發電。與風力發電不同的是,水力發電對環境造成的影響很小，運轉相對較慢的渦輪機葉片對魚類和其他生物不會帶來危害。每一臺渦輪機都會安 裝在機塔上，機塔通過水下電纜與國家電網連接。這些機塔將會露出水面並且被點亮，用於警示過往船隻，同時也便於維護渦輪機葉片以及清理其中的海藻。
E Bahaj博士已經完成了奧爾德尼發電站的大部分工作，那裏的海域有着強大的潮流。僅僅這一個水下渦輪機羣的發電量就遠比海峽羣島所需要的電量還要多，其中大部分電量將運輸到法國電網，然後通過水下電纜重新進人英國。
F空化是一項技術難題，渦輪機葉片轉動過程中會使經過的區域氣壓降低，從而產生氣泡，這會引起渦輪機葉片振動從而損壞葉片。Bahaj博士說：“我們必須檢測大量不同的渦輪機葉片以避免這個問題的發 生，至少確保渦輪機不受損害或其性能不受影響。另一個讓人稍有擔心的問題是水下雜物會鑽進渦輪機葉片中，但是目前我們還不清楚這個問題的嚴重性。海洋中環境惡劣，我們必須使渦輪機非常堅固，而各種事實證明我們能夠做到這一點。”
TEST 3 PASSAGE 3 參考譯文：
信息理論——偉大的構想
從根本上說，信息理論是一切事物的中心——從DVD播放器、DNA遺傳密碼，到宇宙物理學。一直以來信息理論對通信科學的發展都極爲重要，它使數據可以電子化傳送，因而也對我們的生活產生了重大影響。
A 2002年4月發生的一件事展現了信息理論的一大應用。1977年發射的太空探測器“旅行者1號”發回了木星和土星的壯觀照片，然後飛出太陽系開始它的單程旅行，飛往其他恆星執行任務。25年來，“旅行者1 號”始終暴露在寒冷的深空中，它的性能開始逐漸衰退，傳感器和電路已經接近崩潰的邊緣。美國宇航 局專家意識到他們必須採取措施，否則就會永遠和“旅行者1號”失去聯繫。爲了解決這一問題,他們的方案是給“旅行者1號”發去信息，指導它用備件更換已經出現故障的部件。考慮到“旅行者1號”距離地 球120億公里之遠，這並不是一項簡單的任務。信息最終通過美國宇航局深空網的無線電天線傳送到了太空深處。該信息雖然以光速傳播，卻還是花了11個小時纔到達遠在冥王星軌道之外的目標。然而令人難以置信的是，這顆小小的探測器成功接收到了來自故鄉星球微弱的召喚，並順利地更換了零件。
B這是有史以來最遠距離的修理工作，也是美國宇航局工程師的一大成功。但是，這也突出顯示了(信息)技術的驚人力量，這些技術由一年前(注：2001年)剛剛離世的美國通信工程師Claude Shannon研發。de Shannon於1916年出生於密歇根州的佩託斯基。他少年時便展示出了在數學與製作小器械方面的天賦，而且在學生時期就在計算機的基礎技術上取得了多項突破。在貝爾實驗室時，Shannon發展了信息理論，但他並不看重因此而獲得的榮譽。20世紀40年代，他一手創立了完整的通信科學理論，隨後該理論得到了廣泛應用，從DVD到衛星通信，再到條形碼——總之，需要快速而又準確傳送數據的所有領域都應用到了通信科學。
C 1939年，22歲的Shannon是著名的麻省理工學院工程系的研究生，那時候通信科學的實際應用似乎遙不 可及，與當時他在研究工作中實際使用的技術相差很遠。他從一個再簡單不過的目標開始着手確 定“信息”的準確概念。Shannon認爲最基本的信息形式是判斷事物正確與否，這可以用二進制單位“比 特”以1或者0的形式記錄。確定了這個最基本的單位後，Shannon開始闡釋關於信息的其他模糊概念以 及如何在不同地點之間傳送信息;在這一過程中，他得到了驚人的發現一信息總是能夠克服“噪聲”的隨機干擾而被完整傳送。
D “噪聲”通常是指干擾真正信息的無用聲音——通過用精確的數學計算得出噪聲影響的定理，信息理論概括出了上述這個觀點。Shannon特別指出，噪聲決定了信息通過信道無誤差傳送的極限速度。這個速度取決於信號與噪聲在信道中傳送時的相對強度以及信道傳送數據的能力(即帶寬)。該速度單位爲比 特/秒，是在給定的信號強度和噪聲水平下，信息無誤差傳送的最大絕對速度。Shannon指出，提高這一 速度的有效方法是在所使用的通信系統的傳送能力(即帶寬)範圍內，找到將信息打包(即編碼)的方式 來應對噪聲的破壞。
E多年以來科學家們已經設計出了許多編碼方式，也證實了這些方式對許多技術成就而言是至關重要的。旅行者號航天器利用編碼傳送數據，這些編碼在每比特信息上都額外增加了一比特信息，使錯誤率 僅爲萬分之一，因而得到了行星的極其清晰的圖片。其他一些編碼已經成爲了我們日常生活的一部分，比如通用商品代碼或稱條形碼。這些編碼都使用了一個簡單的糾錯系統，確保超市的掃碼器能夠讀出 甚至是在一個弄皺了的薯條袋上的價格。就在最近的1993年，工程師們取得了一項重大突破，發現了所謂的Turbo碼，這與Shannon提出的信息可以安全傳送的最大速度極限非常接近。現在，Turbo碼在移動可視電話變革中起着關鍵的作用。
F通過去除含有較少真實信息的多餘數據，Shannon也爲開發更有效率地存儲信息的方式奠定了基礎。 正如手機短信“ICNCU”(I can see you的縮寫)一樣，往往在省略很多數據之後，意思基本保持不變。然而，由於存在信息糾錯，省略也有一個極限，一旦超越這個極限信息就會變得含糊不清。Shannon說明了如何計算這一極限，爲設計信息壓縮方法從而將最大的信息量塞進最小的空間開闢了道路。
劍橋雅思解析閱讀9(test3)
Passage 1
Question 1
答案： YES
關鍵詞： reasons, arguments occur
定位原文: 第1段第2、3句“Popular linguistic debate... ”語言學上的普通爭論通常會升級爲謾罵和論戰。語言屬於所有人，所以大多數人認爲他們有權保留自己對語言的看法。
解題思路: 題幹要判斷對於語言的爭論，原因是否可以理解。 原文陳述，語言屬於所有人，大多數人有權保留對語言的看法，所以人們的觀點會產生分歧是可以理解的。題干與原文完全一致。
Question 2
答案： NO
關鍵詞： language education, language usage
定位原文： 第1段第4句“And when opinions differ,…” 而當看法出現分歧時，人們可能變得情緒激動。語言用法方面的一點小事，就能像語言學教育政策中的重大問題一樣很容易引起爭論。
解題思路： 題幹要判斷人們對待語言教育的態度是否比對待語言用法的態度更加強烈。原文陳述，語言用法方面的一點小事都能像語言學教育政策中的大事一樣引起爭論，這說明對待語言用法與語言學教育政策的態度同樣強烈。題干與原文所述觀點不一致。
Question 3
答案： YES
關鍵詞： intelligence, affect
定位原文： 第2段第2句“No part of society or social…” 所有社會組成部分或者社會行爲無一例外。語言因素影響我們如何判斷一個人的個性、智力、社會地位、教育程度、工作能力以及許多身份與社會生存的其他方面。
解題思路： 題幹要判斷使用語言的方式是否會影響人們對一個人智力的評估。原文陳述，語言因素影響我們如何判斷一個人的個性、智力……題干與原文完全一致。
Question 4
答案： NOT GIVEN
關鍵詞： prescriptive, 18th century
對應原文： 第4段第1句“All the main languages…”
解題思路： 對所有主要語言的研究都是約定俗成的，尤其在18世紀對語法與詞典的編寫過程中。用定位詞定位到的這句話中沒有提到書的價格髙低與否。
Question 5
答案： YES
關鍵詞： prescriptivism, today
定位原文： 第5段第1句“These attitudes are still with…” 這些態度現在仍然伴隨着我們，並且引起人們對保留語言標準的廣泛關注。
解題思路： 題幹要判斷現在規定主義是否仍然存在。原文陳述，這些態度現在仍然伴隨着我們，題干與原文完全一致。
Question 6
答案: YES
關鍵詞: descriptivists, language change, pointless, stop
定位原文: 第5段第3句“This approach is summarized in…” 該觀點可以總結爲：語法家的任務是描述而不是規定，是記錄語言多樣性的實例而不是試圖完成評價語言的差異或阻止語言的改變這種不可能完成的任務。
解題思路： 題幹要判斷對於描述派來說，阻止語言變化是否毫無意義。原文陳述，語法家的任務……不是阻止語言的改變這種不可能完成的任務。題幹中阻止語言變化毫無意義=語法家的任務並非阻止語言改變這種不可能完成的任務。題干與原文完全一致。
Question 7
答案： NO
關鍵詞： after the 18th century, only
定位原文： 第5段第4句“In the second half of the 18th century,…” 在18世紀後半期，我們已經發現了該觀點的支持者，比如Joseph Priestley, 他在1761年編寫的《英語語法入門》中堅持認爲，“說話的習慣是最原始的、也是所有語言的唯一標準”。
解題思路： 題幹中出現ONLY, 所以主要判斷描述主義是否只有到18世紀後纔出。原文陳述，18世紀後半期，我們已經發現了該觀點的支持者，那就意味着在這個時間以前，已經有了描述主義的觀點。題干與原文陳述的時間有出入，不一致。
Question 8
答案: YES
關鍵詞: descriptivists, prescriptivists
定位原文: 第6段第1句“In our own time, the opposition…” 在我們這個時代，“描述派”與 “規定派”之間的對立經常變得很極端，雙方經常互相誤解。
解題思路: 題幹要判斷針對這兩派的描述是否有失真實。原文陳述，“描述派”與 “規定派”之間的對立經常變得很極端，雙方經常互相誤解。題干與原文完全一致。
Question 9
答案: H
關鍵詞: correct form of language
定位原文: 第3段第1句“In its most general…”;第3段最後一句“Adherents to…” 就其最普通的意義而言，規定主義認爲某種語言向來就比其他語言具有更高的價值……該語言的支持者其說話或者寫作的方法被稱爲“正確的”方法，而任何偏差都被認爲是 “錯誤的”。
解題思路： 原文中陳述，規定主義認爲某種語言的說話或寫作方法只有一種 “正確的”方法，那麼持這種看法的人就是規定派、規定主義者，把 prescriptivists帶入空格中，解釋爲：根據規定主義者，語言只有一種正確的形式。因此選H。
Question 10
答案: F
關鍵詞： approach, grammatical
定位原文： 第4段第3句“The authoritarian nature of…” 該方法對語法“規則”的依賴最能體現出其獨裁的本質。
解題思路: 推崇規定主義的語言學家非常強調語法規則。因此選 F。
Question 11
答案: A
關鍵詞: Joseph Priestley
定位原文: 第5段第4句“In the second half of the 18th century,…”
解題思路: 在18世紀後半期，我們已經發現了該 觀點的支持者，比如Joseph Priestley。由此往前找，找到這句This approach is summarised in the statement that it is the task of the grammarian to describe, not prescribe--to record the facts of linguistic diversity, and not to attempt the impossible tasks of evaluating language variation or halting language change.該觀點可以總結爲：語法家的任務是描述而不是規定，是記錄語言多樣性的實例而不是 試圖完成評價語言的差異或阻止語言的改變這樣不可能完成的任務。說明Joseph Priestley是描述主義者的代表。因此選A。
Question 12
答案： C
關鍵詞： Joseph Priestley, grammar
定位原文： 同上一題，比如Joseph Priestley,他在 1761 年編寫的《英語語法入門》中堅持認爲，“說話的習慣是最原始的、也是所有語言的唯一標準 ”。
解題思路： the custom of speaking = C popular speech, 即認爲語法應該建立在通俗語言的基礎上。因此選C。
Question 13
答案： B
關鍵詞： writer’s purpose
定位原文： 全篇主旨題，詳見參見解題思路
解題思路： 選項A：爭論的是編寫詞典和語法書具體的方式，原文中沒有論述，只有第四段提到了grammars and dictionaries, 但不是作者的意圖;選項C：描述口語和書面語的區別，這與原文也沒有直接關係。不過在第三段看到選項中的spoken language, 陳述如下：“The variety which is favoured, is…style.”這裏提到的具有更高價值的語言通常指的是“標準”書面語言，尤其是在文學作品或最能體現這一特點的正式口語中。這裏提到的是細節，並不是意圖。因此只剩下在選項B、D中推敲。選項D：展現對於語言的某種看法是飽受懷疑的，這不是通篇陳述的內容，構不成作者的寫作意圖。所以按排除法選出選項B：通過歷史實例展示關於語言的不同觀點。
Test 3 Passage 2
Question 14
答案: C
關鍵詞: first test site
定位原文: C段第2句“The first station is…”第一個潮汐發電站預計很快將在德文郡的林茅斯海岸建立，用來檢測貿易與工業部和歐盟的一個合資項目研發的技術。
解題思路: 題幹中的first test兩個詞都直接對應這句話中的; 而題幹中的site對應原文的 Lynmouth in Devon, 表示測試站的地點。
Question 15
答案: E
關鍵詞: back into Britain
定位原文: E段第2句“The single undersea turbine farm…”
解題思路: 僅僅這一個水下渦輪機羣的發電量就遠比海峽羣島所需要的電量還要多，其中大部分電量將運輸到法國電網，然後通過水下電纜重新進入英國。 題幹中的back into Britain對應原文中的 re-imported into Britain via the…
Question 16
答案： A
關鍵詞： previous, alternative source of energy
定位原文： A段最後一句“Unlike wind power which Britain…” 與之前開發風能有所不同，風能由英國首先開發，而後卻擱置了20年，最後由荷蘭將其發展成一個主要產業，這次通過向日本與新西蘭這樣的島國出口水下渦輪機，英國將賺取鉅額外匯。
解題思路: 題幹中的previous對應這句話中的Unlike...0riginany, 爲了突出這次潮汐發電的前景，這句話提到了之前英國對風能進行嘗試開發，但卻半途而廢，被荷蘭發展壯大。
Question 17
答案： C
關鍵詞： technology, another industry
定位原文： C段第4句“The technology for dealing with…” 應對海底惡劣鹽漬環境的技術已經在北海油田工業中得以研發，而且人們對渦輪機葉片的設計已經有了很多瞭解。
解題思路：題目中的another industry對應這句話中的the North Sea oil industry，屬於同義表達。
Question 18-Question 22
答案: A, D, E, F,J (in any order)
關鍵詞： claims about tidal power are made by the writer
定位原文： 指定多選，參見解題思路
解題思路: 選項A(A段第1句)題幹中more reliable source of energy(更可靠的能源)對應這句話中的 predictable and the power input is constant, 表明潮汐能源具備風能所沒有的兩個優點：可預測的，恆定的;選項B，過於絕對，不選;選項C，文中完全未提及;選項D(A段第2句)二氧化碳的排放量下降了，自然也減少了空氣污染;選項E(A段第3句)題幹中的 contribute to the closure of many existing power stations對應文中 的…dose gas, coal and nuclear power plants…;選項F(A段最後一句)，題幹中的 national income 對應原文中的 earner (意爲 a business or activity which makes a profit);選項G、H、I，文中完全未提及;選項J(C段倒數第二句)題幹中best produced in the vicinity of coastlines對應這句話中的The best sites are between...。
Question 23
答案: maintenance
關鍵詞： and, seaweed
定位原文： D段最後一句“ also be designed…seaweed from the blades.”
解題思路：空格中的詞應該和定位詞seaweed構成並列關係，且最好出現在and之前，同時可預測詞性爲名詞。此外，因爲題幹中的raised可同義替換成原文lifted, 故符合要求的只有maintenance, 意思爲：整個機塔可以露出水面，以便維護葉片以及清理其中的海藻。
Question 24
答案： slow-turning
關鍵詞： due to, sea life not in danger, blades
定位原文：D段第4句“Fish and other creatures are…”
解題思路：空格前有due to，可預測需要填表示原因的詞。再進一步分析，空格前是副詞，因而空格要填的是形容詞。題幹中sea life not in danger 對應原文 creatures unlikely to be at risk(海洋生物不會面臨危險)，原因是葉片轉速相對較低，所以slow-turning爲備選。同時，題幹中comparatively可同義替換原文中的 relatively，所以備選答案被驗證，此空應該填slow-turning。
Question 25
答案： low pressure
關鍵詞： result from, behind blades
定位原文：F段第1句“One technical difficulty is…”
解題思路：空格里應該填名詞，表原因，並且最好是出現在定 位詞behind, blades之前，包含定位詞的這句話中可能是答案的有兩個名詞：cavitation，low pressure。題幹中的result from對應原文中的cause,而能夠形成緊密因果關係的是low pressure, 之前的cavitation是這種技術難題的名稱。整個題乾的意思爲：葉片後方由於氣壓低而產生氣泡。這種技術難題被稱做空化。所以25題答案爲low pressure，26題答案爲cavitation。
Question 26
答案： cavitation
關鍵詞： known as
定位原文：F段第1句“One technical difficulty is…”
解題思路：參考25題分析。題幹known as對應原文中...
Test 3 Passage 3
Question 27
答案： D
關鍵詞： factors, affecting, transmission of information
定位原文：D段2、3、4句“Information theory generalizes…”通過用精確的數學計算得出 噪聲影響的定理，信息理論概括出了上述這個觀點。Shannon特別指出，噪聲決定了信息通過信道無誤差傳送的極限速度。這個速度取決於信號與噪聲在信道中傳送時的相對強度以及信道傳送數據的能力。
解題思路： 題幹中的affecting對應原文中的depend on，題幹中的factors對應原文中的noise和communication channel。這道題目相對較難，不太容易理解。從表面上看這個題目要求，似乎每段都可能包含一個信息。但其實可以使用排除法，很快地排除其他段落後，在D段中查找起來就更有針對性。
Question 28
答案： F
關鍵詞： unnecessary information, omitted
定位原文：F段第1、2句“Shannon also laid the foundations…” 通過去除含有較少真實信息的多餘數據，Shannon也爲開發更有效率地存儲信息的方式奠定了基礎。正如手機短信“I CN C U”(I can see you的縮寫) 一樣，往往在省略很多數據之後，意思基本保持不變。
解題思路： 題幹中的unnecessary和omitted分別對應原文中的superfluous (‘redundant’)和stripping out, leave out。
Question 29
答案： B
關鍵詞： Shannon’s attitude
定位原文：B段第4句“While at Bell Laboratories, Shannon…”
解題思路：在貝爾實驗室時，Shannon發展了信息理論，但他並不看重因此而獲得的榮譽。原文中的這處細節，對應了問題中Shannon對於名聲的態度。
Question 30
答案： E
關鍵詞： machine, capable, incomplete information
定位原文：E段第3句“Other codes have become…” 其他一些編碼已經成爲了 我們日常生活的一部分，比如通用商品代碼或稱條形碼。這些編碼都使用了一個簡單的糾錯系統，確保超市的掃碼器能夠讀出甚至是在一個弄皺了的薯條袋上的價格。
解題思路：題目中的 machine 對應原文中 supermarket check-out lasers，題目中的 incomplete information對應原文中the price on a crumpled bag of crisps，薯條包裝袋被弄皺了，上面的條形碼顯示就不會太清晰，因此此處理解爲不完整信息。
Question 31：
答案： A
關鍵詞： incident, information theory
定位原文： A段第1句和最後一句，“In April 2002 an event took…” “Yet, incredibly, the little…” 2002年4月發生的一件事展現了 信息理 論的一大應用。……然而令人難以置信的是，這顆小小的探測器成功接收到了來自故鄉星球微弱的召喚，並順利地更換了零件。
解題思路：題目中incident的英文解釋爲“an event, especially one that is unusual or important”，對應原文中的event; 而題幹中的information theory對應原文中的information theory。事實上，A 段整個段落都是對這個細節事件的描述。
Question 32：
答案： C
關鍵詞： initially intended to, achieve
定位原文： C段前兩句“This all seems light…”
解題思路： 1939年，22 歲的 Shannon是著名的麻省理工學院工程系的研究生，那時候通信科學的實際應用似乎遙不可及，與當時 他在研究工作中實際使用的技術相差很遠。他從一個再簡單不過的目標開始着手——確 定“信息”的準確概念。題目中的initially intended to對應原文set out with an apparently simple aim。
Question 33：
答案： Jupiter Saturn(in either order)
關鍵詞： both... and, probe transmitted pictures
定位原文： A段第2句“The space probe, Voyager I…”
解題思路： 兩個空格之間有表示並列關係的連接詞both... and...,可預測要填的兩個詞爲並列關係的名詞。通過定位詞pictures找到原文中包含images 的那句話，pictures和images爲同義轉述。很明 顯images後面的一組並列關係的名詞Jupiter 和Saturn就是正確答案。
Question 34：
答案： Solar System
關鍵詞： then left the
定位原文：同上題
解題思路：空格前爲定冠詞the,因此預測出空格處應該 填名詞，並且此詞最好在和定位詞then left the 意思相近的表達後面。因此，我們可以很輕鬆地定位到原文中and then soared out of..., left 和soared out of是同義轉述，後面的Solar System即爲正確答案。
Question 35：
答案： sensors circuits(in either order)
關鍵詞： …, freezing temperatures, scientists
定位原文： A段第4句“After 25 years of exposure to…”
解題思路： 兩個空格之間有表示並列關係的連接詞...，可以預測要填的兩個詞爲並列關係的名詞。通過定位詞freezing temperatures定位到原文中的原詞。按照順序原則繼續往下找，定位詞scientists對應原文中的NASA experts。仔細讀包含這兩個定位詞的兩句話，很明顯存在一組並列關係的名詞sensors and circuits。然後進一步推敲答案的確定性。題幹中的stop working對應原文中的on the brink of failing, 從而可以最終確定sensors和circuits爲正確答案。
Question 36：
答案： spares
關鍵詞： probe, replace, distance, difficult
定位原文： A段第4句“The solution was to get a message to Voyager I to…”
解題思路： 空格前爲介詞with,可預測空格里應該填名詞，並且此詞最好在distance之前。題幹中的 distance 定位到原文中 12 billion kilometers from Earth, 題幹中的difficult定位到原文中 this was not an easy task, 因此需要從前一個句子中找答案。題幹中replace對應原文中 change, 題幹中的replace them with對應原文 中的 use spares to change the failing parts, 顯然， spares爲正確答案。
Question 37：
答案： radio dish
關鍵詞： transmit, message, speed of light
定位原文： A段倒數第3句“By means of a radio dish…”
解題思路：空格前爲冠詞a，可以預測空格處應該填輔音開頭的名詞。用定位詞speed of light定位到原文中，transmit與原文中的send out屬於同義轉 換。message是如何以光速傳送出去的呢?題 幹中的 used to對應於原文中的by means of..., 因此radio dish爲正確答案。
Question 38：
答案： TRUE
關鍵詞： true or false, was the starting point, over distances
定位原文： C段第3句“The most basic form of…” Shannon 認爲最基本的信息形式是判斷事物正確與否，這可以用二進制單位“比特”以1或者0的形式記錄。
解題思路：本題解題關鍵是Shannon研究遠距離傳送信息的起點。原文陳述，Shannon認爲最基本的信息形式是判斷事物正確與否。starting point = basic form, 題干與原文完全一致。
Question 39：
答案： TRUE
關鍵詞： signal strength, noise level,
定位原文： D段第4句“This rate depends on…”
解題思路： 這個速度取決於信號與噪音在信道中傳送時的相對強度以及信道傳送數據的能力(即帶寬)。題幹中判斷的關鍵點is determined with, 與原文depends on表述一致。
Question 40：
答案： FALSE
關鍵詞： now, Shannon, convey information
定位原文： E段最後一句“As recently as 1993，engineers made a major…” 就在最近的1993年，工程師們取得了一項重大突破，發現了所謂的Turbo碼，這與Shannon提出的信息可以安全傳送的最大速度極限非常接近。現在，Turbo碼在移動可視電話變革中起着關鍵的作用。
解題思路： 將題幹中的now對應到原文的as recently as 1993以及後面的now,題幹中要判斷的關鍵點是 Shannon had anticipated...(超過Shannon預期)，與原文中的h come very dose to Shannon’s ultimate limit (與Shannon提出的最大限度非常接近)。題干與原文所述事實不符合
