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1、剑桥雅思阅读9原文答案解析(test4) 剑桥雅思阅读部分的题目可以进行一些分类总结，因为考试的常见内容一般都会在下次考试中出现的。下面就是今日我给大家带来的剑桥雅思阅读9(test4)的内容，希望能够帮助同学们备考雅思索试。 剑桥雅思阅读9原文(test4) READING PASSAGE 1 You should spend about 20 minutes on Questions 113, which are based on Reading Passage 1 below. The life and work of Marie Curie Marie Curie is probabl
2、y the most famous woman scientist who has ever lived. Born Maria Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was twice a winner of the Nobel Prize. With her husband, Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics, and was then s
3、ole winner of the 1911 Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize. From childhood, Marie was remarkable for her prodigious memory, and at the age of 16 won a gold medal on completion of her secondary education. Because her father lost his savings through bad investment,
4、she then had to take work as a teacher. Form her earnings she was able to finance her sister Bronias medical studies in Paris, on the understanding that Bronia would, in turn, later help her to get an education. In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sor
5、bonne (the University of Paris). She often worked far into the night and lived on little more than bread and butter and tea. She came first in the examination in the physical sciences in 1893, and in 1894 was placed second in the examination in mathematical sciences. It was not until the spring of t
6、hat year that she was introduced to Pierre Curie. Their marriage in 1895 marked the start of a partnership that was soon to achieve results of world significance. Following Henri Becquerels discovery in 1896 of a new phenomenon, which Marie later called radioactivity, Marie Curie decided to find out
7、 if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium. Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained only by th
8、e presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie joined her in the work that she had undertaken to resolve this problem, and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the phys
9、ical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was achieved with the help of the chemist Andre-Louis Debierne, one of Pierre Curies pupils. Based on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Mar
10、ie and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity. The births of Maries two daughters, lrne and Eve, in 1897 and 1904 failed to interrupt her scientific work. She was appointed lecturer in physics at the Ecole Normale Suprieure for girls in Svres, Fra
11、nce (1900), and introduced a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie. The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a turning point in her career: h
12、enceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her husbands death, becoming the first woman to teach at the Sorbonne. In 1911 she was awarded the Noble P
13、rize for Chemistry for the isolation of a pure form of radium. During World War I, Marie Curie, with the help of her daughter Irne, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as Little Curies, used for the treatment of wounded so
14、ldiers. In 1918 the Radium Institute, whose staff Irne had joined, began to operate in earnest, and became a centre for nuclear physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substa
15、nces and their medical applications. In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United States to raise funds for research on radium. Women there presented her with a gram of radium for her campaign. Marie also gave lectures in Belgium, Brazil, Spain and C
16、zechoslovakia and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris, and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became director. One of Marie Curies outstanding achievements was to have understood the need to ac
17、cumulate intense radioactive sources, not only to treat illness but also to maintain an abundant supply for research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a decisive contribution to the success of the experiments undertaken in the years around 1930. T
18、his work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by lrne and Frdric Joliot Curie of artificial radioactivity. A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She ha
19、d often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave off. Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by her two Nobel Prizes, but because of her influenc
20、e on subsequent generations of nuclear physicists and chemists. Questions 16 Do the following statements agree with the information given in Reading Passage 1? In boxes 16 on your answer sheet, write TRUE if the statement agrees with the information FALSE if the statement contradicts the information
21、 NOT GIVEN if there is no information on this 1 Marie Curies husband was a joint winner of both Maries Nobel Prizes. 2 Marie became interested in science when she was a child. 3 Marie was able to attend the Sorbonne because of her sisters financial contribution. 4 Marie stopped doing research for se
22、veral years when her children were born. 5 Marie took over the teaching position her husband had held. 6 Maries sister Bronia studied the medical uses of radioactivity. Questions 713 Complete the notes below. Choose ONE WORD from the passage for each answer. Write your answers in boxes 713 on your a
23、nswer sheet. Marie Curies research on radioactivity ? When uranium was discovered to be radioactive, Marie Curie found that the element called 7_ had the same property. ? Marie and Pierre Curies research into the radioactivity of the mineral known as 8_ led to the discovery of two elements. ? In 191
24、1, Marie Curie received recognition for her work on the element 9_ ? Marie and lrne Curie developed X-radiography which was used as a medical technique for 10 _ ? Marie Curie saw the importance of collecting radioactive material both for research and for cases of 11 _. ? The radioactive material sto
25、cked in Paris contributed to the discoveries in the 1930s of the 12 _ and of what was know as artificial radioactivity. ? During her research, Marie Curie was exposed to radiation and as a result she suffered from 13 _. READING PASSAGE 2 You should spend about 20 minutes on Questions 1426 which are
26、based on Reading Passage 2 below. Young childrens sense of identity A. A sense of self develops in young children by degrees. The process can usefully be thought of in terms of the gradual emergence of two somewhat separate features: the self as a subject, and the self as an object. William James in
27、troduced the distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the developing debate. Ever since then psychologists have continued building on the theory. B. According to James, a childs first step on the road to self-understanding can be seen as the recognition that h
28、e or she exists. This is an aspect of the self that he labeled self-as-subject, and he gave it various elements. These included an awareness of ones own agency (i.e. ones power to act), and an awareness of ones distinctiveness from other people. These features gradually emerge as infants explore the
29、ir world and interact with caregivers. Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power. He proposed that the earliest examples of this are an infants attempts to control physical objects, such as toys or his or her own limbs. This
30、 is followed by attempts to affect the behaviour of other people. For example, infants learn that when they cry or smile someone responds to them. C. Another powerful source of information for infants about the effects they can have on the world around them is provided when others mimic them. Many p
31、arents spend a lot of time, particularly in the early months, copying their infants vocalizations and expressions. In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own movements. This is not to say that infants recognize the reflection a
32、s their own image (a later development). However, Lewis and Brooks-Gunn (1979) suggest that infants developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people. This is because they, and only th
33、ey, can change the reflection in the mirror. D. This understanding that children gain of themselves as active agent continues to develop in their attempts to co-operate with others in play. Dunn (1988) points out that it is in such day-to day relationships and interactions that the childs understand
34、ing of his-or herself emerges. Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly. E. Once childr
35、en have acquired a certain level of self-awareness, they begin to place themselves in whole series of categories, which together play such an important part in defining them uniquely as themselves. This second step in the development of a full sense of self is what James called the self-as-object. T
36、his has been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people (such as trustworthiness, shyn
37、ess, sporting ability). F. Cooley and other researchers suggested a close connection between a persons own understanding of their identity and other peoples understanding of it. Cooley believed that people build up their sense of identity form the reactions of others to them, and form the view they
38、believe others have of them. He called the self-as-object the looking-glass self, since people come to see themselves as they are reflected in others. Mead (1934) went even further and saw the self and the social world as inextricably bound together: The self is essentially a social structure, and i
39、t arises in social experience it is impossible to conceive of a self arising outside of social experience. G. Lewis and Brooks-Gunn argued that an important developmental milestone is reached when children become able to recognize themselves visually without the support of seeing contingent movement
40、. This recognition occurs around their second birthday. In one experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children who were playing in front of a mirror, and then observed how often they touched their noses. The psychologists reasoned that if the children knew wh
41、at they usually looked like, they would be surprised by the unusual red mark and would start touching it. On the other hand, they found that children of 15 to 18 months are generally not able to recognize themselves unless other cues such as movement are present. H. Finally, perhaps the most graphic
42、 expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of age. In a longitudinal study of groups of three or four children, Bronson (1975) found that the intensity of the frustration and anger in their disagreements increased sha
43、rply between the ages of 1 and 2 years. Often, the childrens disagreements involved a struggle over a toy that none of them had played with before or after the tug-of-war: the children seemed to be disputing ownership rather than wanting to play with it. Although it may be less marked in other socie
44、ties, the link between the sense of self and of ownership is a notable feature of childhood in Western societies. Questions 1419 Reading Passage 2 has eight paragraphs, AH. Which paragraph contains the following information? Write the correct letter, AH, in boxes 14-19 on your answer sheet. NB You m
45、ay use any letter more than once. 14 an account of the method used by researchers in a particular study 15 the role of imitation in developing a sense of identity 16 the age at which children can usually identify a static image of themselves 17 a reason for the limitations of scientific research int
46、o self-as-subject 18 reference to a possible link between culture and a particular form of behaviour 19 examples of the wide range of features that contribute to the sense of self-as-object Questions 2023 Look at the following findings (Questions 2023) and the list of researchers below. Match each f
47、inding with the correct researcher or researchers, AE. Write the correct letter, AE, in boxes 2023 on your answer sheet. 20 A sense of identity can never be formed without relationships with other people. 21 A childs awareness of self is related to a sense of mastery over things and people. 22 At a certain age, childrens sense of identity leads to aggressive behaviour. 23 Observing their own reflection contributes to childrens self awareness. List of Researchers A James B Cooley C Lewis and Brooks-G