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1、剑桥雅思阅读4原文翻译及答案解析(test3) 为了帮助大家更好地备考雅思阅读，下面我给大家共享剑桥雅思阅读4原文翻译及答案解析(test3)，希望对你们有用。 剑桥雅思阅读4原文(test3) READING PASSAGE 1 You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below. Micro-Enterprise Credit for Street Youth I am from a large, poor family and for many yea
2、rs we have done without breakfast. Ever since I joined the Street Kids International program I have been able to buy my family sugar and buns for breakfast. I have also bought myself decent second-hand clothes and shoes. Doreen Soko Weve had business experience. Now Im confident to expand what weve
3、been doing. Ive learnt cash management, and the way of keeping money so we save for re-investment. Now business is a part of our lives. As well, we didnt know each other before now weve made new friends. Fan Kaoma Participants in the Youth Skills Enterprise Initiative Program, Zambia Introduction Al
4、though small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such opportunities to young people. Even less attention has been paid to children living on the street or in difficult circumstances.
5、 Over the past nine years, Street Kids International (S.K.I.) has been working with partner organisations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. and our partners have learned. Background Ty
6、pically, children do not end up on the streets due to a single cause, but to a combination of factors: a dearth of adequately funded schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However,
7、 it is also a place where some children are exposed, with little or no protection, to exploitative employment, urban crime, and abuse. Children who work on the streets are generally involved in unskilled, labour-intensive tasks which require long hours, such as shining shoes, carrying goods, guardin
8、g or washing cars, and informal trading. Some may also earn income through begging, or through theft and other illegal activities. At the same time, there are street children who take pride in supporting themselves and their families and who often enjoy their work. Many children may choose entrepren
9、eurship because it allows them a degree of independence, is less exploitative than many forms of paid employment, and is flexible enough to allow them to participate in other activities such as education and domestic tasks. Street Business Partnerships S.K.I. has worked with partner organisations in
10、 Latin America, Africa and India to develop innovative opportunities for street children to earn income. ? The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, and which they were
11、required to pay for gradually from their wages. A similar program was taken up in Bangalore, India. ? Another successful project, The Shoe Shine Collective, was a partnership program with the Y.W.C.A. in the Dominican Republic. In this project, participants were lent money to purchase shoe shine box
12、es. They were also given a safe place to store their equipment, and facilities for individual savings plans. ? The Youth Skills Enterprise Initiative in Zambia is a joint program with the Red Cross Society and the Y.W.C.A. Street youths are supported to start their own small business through busines
13、s training, life skills training and access to credit. Lessons learned The following lessons have emerged from the programs that S.K.I. and partner organisations have created. ? Being an entrepreneur is not for everyone, nor for every street child. Ideally, potential participants will have been invo
14、lved in the organisations programs for at least six months, and trust and relationship-building will have already been established. ? The involvement of the participants has been essential to the development of relevant programs. When children have had a major role in determining procedures, they ar
15、e more likely to abide by and enforce them. ? It is critical for all loans to be linked to training programs that include the development of basic business and life skills. ? There are tremendous advantages to involving parents or guardians in the program, where such relationships exist. Home visits
16、 allow staff the opportunity to know where the participants live, and to understand more about each individuals situation. ? Small loans are provided initially for purchasing fixed assets such as bicycles, shoe shine kits and basic building materials for a market stall. As the entrepreneurs gain exp
17、erience, the enterprises can be gradually expanded and consideration can be given to increasing loan amounts. The loan amounts in S.K.I. programs have generally ranged from US$30-$100. ? All S.K.I. programs have charged interest on the loans, primarily to get the entrepreneurs used to the concept of
18、 paying interest on borrowed money. Generally the rates have been modest (lower than bank rates). Conclusion There is a need to recognise the importance of access to credit for impoverished young people seeking to fulfil economic needs. The provision of small loans to support the entrepreneurial dre
19、ams and ambitions of youth can be an effective means to help them change their lives. However, we believe that credit must be extended in association with other types of support that help participants develop critical life skills as well as productive businesses. Questions 1-4 Choose the correct let
20、ter, A, B, C or D. Write your answers in boxes 1-4 on your answer sheet. 1 The quotations in the box at the beginning of the article A exemplify the effects of S.K.I. B explain why S.K.I. was set up. C outline the problems of street children. D highlight the benefits to society of S.K.I. 2 The main
21、purpose of S.K.I. is to A draw the attention of governments to the problem of street children. B provide school and social support for street children. C encourage the public to give money to street children. D give business training and loans to street children. 3 Which of the following is mentione
22、d by the writer as a reason why children end up living on the streets? A unemployment B war C poverty D crime 4 In order to become more independent, street children may A reject paid employment. B leave their families. C set up their own businesses. D employ other children. Questions 5-8 Complete th
23、e table below. Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer. Write your answers in boxes 5-8 on your answer sheet. Country Organisations Involved Type of Project Support Provided 5 and ? S.K.I courier service ? provision of 6 Dominican Republic ? S.K.I ? Y.W.C.A 7 ? loans ?
24、 storage facilities ? savings plans Zambia ? S.K.I. ? The Red Cross ? Y.W.C.A. setting up small businesses ? business training ? 8training ? access to credit Questions 9-12 Do the following statements agree with the claims of the writer in Reading Passage 1? In boxes 9-12 on your answer sheet write
25、YES if the statement agrees with the claims of the wirter NO if the statement contradicts the claims of the writer NOT GIVEN if it is impossible to say what the writer thinks about this 9 Any street child can set up their own small business if given enough support. 10 In some cases, the families of
26、street children may need financial support from S.K.I. 11 Only one fixed loan should be given to each child. 12 The children have to pay back slightly more money than they borrowed. Question 13 Choose the correct letter, A, B, C or D. Write your answer in box 13 on your answer sheet. The writers con
27、clude that money should only be lent to street children A as part of a wider program of aid. B for programs that are not too ambitious. C when programs are supported by local businesses. D if the projects planned are realistic and useful. READING PASSAGE 2 You should spend about 20 minutes on Questi
28、ons 14-26 which are based on Reading Passage 2 on the following pages. Questions 14-27 Reading Passage 2 has four sections A-D. Choose the correct heading for each section from the list of headings below. Write the correct number i-vi in boxes 14-17 on your answer sheet. List of Headings I Causes of
29、 volcanic eruption Ii Efforts to predict volcanic eruption Iii Volcanoes and the features of our planet Iv Different types of volcanic eruption V International relief efforts Vi The unpredictability of volcanic eruptions 14 Section A 15 Section B 16 Section C 17 Section D Volcanoes-earth-shattering
30、news When Mount Pinatubo suddenly erupted on 9 June 1991, the power of volcanoes past and present again hit the headlines A Volcanoes are the ultimate earth-moving machinery. A violent eruption can blow the top few kilometres off a mountain, scatter fine ash practically all over the globe and hurl r
31、ock fragments into the stratosphere to darken the skies a continent away. But the classic eruption cone-shaped mountain, big bang, mushroom cloud and surges of molten lava is only a tiny part of a global story. Vulcanism, the name given to volcanic processes, really has shaped the world. Eruptions h
32、ave rifted continents, raised mountain chains, constructed islands and shaped the topography of the earth. The entire ocean floor has a basement of volcanic basalt. Volcanoes have not only made the continents, they are also thought to have made the worlds first stable atmosphere and provided all the
33、 water for the oceans, rivers and ice-caps. There are now about 600 active volcanoes. Every year they add two or three cubic kilometres of rock to the continents. Imagine a similar number of volcanoes smoking away for the last 3,500 million years. That is enough rock to explain the continental crust
34、. What comes out of volcanic craters is mostly gas. More than 90% of this gas is water vapour from the deep earth: enough to explain, over 3,500 million years, the water in the oceans. The rest of the gas is nitrogen, carbon dioxide, sulphur dioxide, methane, ammonia and hydrogen. The quantity of th
35、ese gases, again multiplied over 3,500 million years, is enough to explain the mass of the worlds atmosphere. We are alive because volcanoes provided the soil, air and water we need. B Geologists consider the earth as having a molten core, surrounded by a semi-molten mantle and a brittle, outer skin
36、. It helps to think of a soft-boiled egg with a runny yolk, a firm but squishy white and a hard shell. If the shell is even slightly cracked during boiling, the white material bubbles out and sets like a tiny mountain chain over the crack like an archipelago of volcanic islands such as the Hawaiian
37、Islands. But the earth is so much bigger and the mantle below is so much hotter. Even though the mantle rocks are kept solid by overlying pressure, they can still slowly flow like thick treacle. The flow, thought to be in the form of convection currents, is powerful enough to fracture the eggshell o
38、f the crust into plates, and keep them bumping and grinding against each other, or even overlapping, at the rate of a few centimetres a year. These fracture zones, where the collisions occur, are where earthquakes happen. And, very often, volcanoes. C These zones are lines of weakness, or hot spots.
39、 Every eruption is different, but put at its simplest, where there are weaknesses, rocks deep in the mantle, heated to 1,350, will start to expand and rise. As they do so, the pressure drops, and they expand and become liquid and rise more swiftly. Sometimes it is slow: vast bubbles of magma molten
40、rock from the mantle inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrians Wall in northern England). Sometimes as in Northern Ireland, Wales and the Karoo in South
41、 Africa the magma rose faster, and then flowed out horizontally on to the surface in vast thick sheets. In the Deccan plateau in western India, there are more than two million cubic kilometres of lava, some of it 2,400 metres thick, formed over 500,000 years of slurping eruption. Sometimes the magma
42、 moves very swiftly indeed. It does not have time to cool as it surges upwards. The gases trapped inside the boiling rock expand suddenly, the lava glows with heat, it begins to froth, and it explodes with tremendous force. Then the slightly cooler lava following it begins to flow over the lip of th
43、e crater. It happens on Mars, it happened on the moon, it even happens on some of the moons of Jupiter and Uranus. By studying the evidence, vulcanologists can read the force of the great blasts of the past. Is the pumice light and full of holes? The explosion was tremendous. Are the rocks heavy, wi
44、th huge crystalline basalt shapes, like the Giants Causeway in Northern Ireland? It was a slow, gentle eruption. The biggest eruptions are deep on the mid-ocean floor, where new lava is forcing the continents apart and widening the Atlantic by perhaps five centimetres a year. Look at maps of volcano
45、es, earthquakes and island chains like the Philippines and Japan, and you can see the rough outlines of what are called tectonic plates the plates which make up the earths crust and mantle. The most dramatic of these is the Pacific ring of fire where there have been the most violent explosions Mount
46、 Pinatubo near Manila, Mount St Helens in the Rockies and El Chichn in Mexico about a decade ago, not to mention world-shaking blasts like Krakatoa in the Sunda Straits in 1883. D But volcanoes are not very predictable. That is because geological time is not like human time. During quiet periods, volcanoes cap themselves with their own lava by forming a powerful cone from the molten rocks slopping over the rim of the crater; later the lava cools slowly into a huge,