剑桥雅思6：Test2雅思阅读PASSAGE 3真题+答案+解析

　    新航道小编为帮助大家在雅思考试中取得的成绩，为大家整理出关于剑桥雅思6：Test3雅思阅读PASSAGE 2真题+答案+解析，大家可以多加练习。

　READING PASSAGE 3

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

　　你应该在27-40题上花大约20分钟，这是以下面的阅读文章3为基础的。

　　Numeration

　　计算

　　One of the first great intellectual feats of a young child is learning how to talk, closely followed by learning how to count. From earliest childhood we are so bound up with our system of numeration that it is a feat of imagination to consider the problems faced by early humans who had not yet developed this facility. Careful consideration of our system of numeration leads to the conviction that, rather than being a facility that comes naturally to a person, it is one of the great and remarkable achievements of the human race.

　　一个小孩在智力上的个伟大壮举就是学习如何说话，其次是学习如何数数。从孩提时代起，我们就与我们的计算系统紧密相连，因此，考虑到还没有开发这种设施的早期人类所面临的问题是一种想象力的壮举。仔细考虑我们的计算系统，会使我们相信，它不仅是一个人天生的能力，也是人类伟大而卓越的成就之一。

　　It is impossible to learn the sequence of events that led to our developing the concept of number. Even the earliest of tribes had a system of numeration that, if not advanced, was sufficient for the tasks that they had to perform. Our ancestors had little use for actual numbers; instead their considerations would have been more of the kind Is this enough? rather than How many? when they were engaged in food gathering, for example. However, when early humans first began to reflect on the nature of things around them, they discovered that they needed an idea of number simply to keep their thoughts in order. As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount. It will never be known how and when this numeration ability developed, but it is certain that numeration was well developed by the time humans had formed even semi-permanent settlements.

　　我们不可能知道导致我们发展数概念的事件顺序。即使是最早的部落也有一套计算系统，即使不是先进的，也足以完成他们必须完成的任务。我们的祖先很少使用实际数字;相反，他们的考虑的是这种数字。这个够吗?而不是几个人?例如，当他们从事食物收集的时候。然而，当早期人类次开始反思他们周围事物的性质时，他们发现他们需要一个数字的概念来保持他们的思想秩序。当他们开始定居、种植植物和放牧动物时，对复杂数字系统的需求就变得至关重要了。它永远不会知道如何和何时这种计算能力的发展，但它是肯定的，计算是发达的时候，人类已经形成甚至半性的定居点。

　　Evidence of early stages of arithmetic and numeration can be readily found. The indigenous peoples of Tasmania were only able to count one, two, many; those of South Africa counted one, two, two and one, two twos, two twos and one, and so on. But in real situations the number and words are often accompanied by gestures to help resolve any confusion. For example, when using the one, two, many type of system, the word many would mean, Look at my hands and see how many fingers I am showing you. This basic approach is limited in the range of numbers that it can express, but this range will generally suffice when dealing with the simpler aspects of human existence.

　　早期阶段的算术和计算可以很容易地找到证据。塔斯马尼亚的土著人民只能数到一、二、多;南非的土著人民数到一、二、二、一、二、二、一，如此等等。但在实际情况下，数字和文字往往伴随着手势，以帮助解决任何困惑。例如，当使用一，二，许多类型的系统，这个词的意思是，看我的手，看看有多少手指我显示给你。这种基本的方法是有限的，它可以表示的数字的范围内，但这个范围通常将足以处理更简单的方面，人类的存在。

　　The lack of ability of some cultures to deal with large numbers is not really surprising. European languages, when traced back to their earlier version, are very poor in number words and expressions. The ancient Gothic word for ten, tachund, is used to express the number 100 as tachund tachund. By the seventh century, the word teon had become interchangeable with the tachund or hund of the Anglo-Saxon language, and so 100 was denoted as hund teontig, or ten times ten. The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court of law a man had to be able to count to nine!

　　一些文化缺乏处理大量数据的能力并不令人惊讶。追溯到早期版本的欧洲语言，在数字单词和短语方面贫乏。古哥特语中的“十”，也就是“十”，用来表示数字100是“十”。到了七世纪，teon这个词已经可以与盎格鲁撒克逊语系中的“塔”或“赫德”互换了，因此100被表示为hund teontig，即10乘以10。一般人在七世纪在欧洲是不熟悉的数字，因为我们今天。事实上，要成为法庭上的证人，一个人必须能数到九!

　　Perhaps the most fundamental step in developing a sense of number is not the ability to count, but rather to see that a number is really an abstract idea instead of a simple attachment to a group of particular objects. It must have been within the grasp of the earliest humans to conceive that four birds are distinct from two birds; however, it is not an elementary step to associate the number 4, as connected with four birds, to the number 4, as connected with four rocks. Associating a number as one of the qualities of a specific object is a great hindrance to the development of a true number sense. When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.

　　也许发展数字感最基本的一步不是数数的能力，而是看到一个数字实际上是一个抽象的概念，而不是对一组特定对象的简单依附。最早的人类能想到四只鸟和两只鸟是不同的;然而，把四只鸟和四只鸟联系在一起，把四只鸟和四只鸟联系起来，并不是步。把一个数字作为一个特定对象的属性之一，是发展一个真正的数字意义的一个很大的障碍。当数字4可以在头脑中注册为一个独立于被引用对象的特定单词时，个人就准备朝着发展数字的符号系统迈出步，并从那里发展到算术。

　　Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according to the class of the item being counted: for counting flat objects and animals, for round objects and time, for people, for long objects and trees, for canoes, for measures, and for counting when no particular object is being numerated. It seems that the last is a later development while the first six groups show the relics of an older system. This diversity of number names can also be found in some widely used languages such as Japanese.

　　在今天的几种活生生的语言中，可以看到数字发展的最初阶段的痕迹。不列颠哥伦比亚省Tsimshian语言的数字计算系统包含七组不同的数字词，根据被计算项目的类别：计算扁平物体和动物、圆形物体和时间、人、长物体和树木、独木舟、测量，以及计算没有特定物体被计算的时间。最后一组似乎是较晚的发展，而前六组则显示了旧系统的遗迹。在日语等一些广泛使用的语言中也可以找到这种数字名称的多样性。

　　Intermixed with the development of a number sense is the development of an ability to count. Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted against a group of pebbles, grains of corn, or the counter’s fingers. These aids would have been indispensable to very early people who would have found the process impossible without some form of mechanical aid. Such aids, while different, are still used even by the most educated in today’s society due to their convenience. All counting ultimately involves reference to something other than the things being counted. At first it may have been grains or pebbles but now it is a memorised sequence of words that happen to be the names of the numbers.

　　混合着数感的发展是一种计数能力的发展。计数与数字概念的形成没有直接关系，因为通过将被计数的项目与一组鹅卵石、谷物或计数器的手指进行匹配，是可以计数的。这些辅助工具对早期的人来说是必不可少的，如果没有某种形式的机械辅助，他们会发现这个过程是不可能的。这种辅助工具虽然不同，但由于方便，即使是当今社会受教育程度的人也仍在使用。所有计数最终涉及到的东西以外的东西被计数。一开始可能是谷物或鹅卵石但现在，它是一个记忆序列的单词，恰好是名称的数字。

　　剑桥雅思6test2passage3阅读题目+答案解析

　　剑桥雅思6te2通道3阅读题目加答案解析

　　Questions 27-31

　　问题27-31

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

　　用正确的结尾完成下面的句子。

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

　　在答题纸上的27-31框中写出正确的字母A-G。

　　27 A developed system of numbering

　　27开发的编号系统

　　28 An additional hand signal

　　另一个手势信号

　　29 In seventh-century Europe, the ability to count to a certain number

　　在七世纪的欧洲，能数到数目的人

　　30 Thinking about numbers as concepts separate from physical objects

　　将数字视为与物理对象分离的概念

　　31 Expressing number differently according to class of item

　　31按项目类别不同表示数字

　　A was necessary in order to fulfil a civic role.

　　为了发挥公民的作用，A是必要的。

　　B was necessary when people began farming.

　　当人们开始耕种时，B是必要的。

　　C was necessary for the development of arithmetic.

　　C对于算术的发展是必要的。

　　D persists in all societies.

　　D在所有社会都存在。

　　E was used when the range of number words was restricted.

　　当数量词的范围受到限制时，使用E。

　　F can be traced back to early European languages.

　　F可以追溯到早期的欧洲语言。

　　G was a characteristic of early numeration systems.

　　G是早期记数系统的一个特征。

　　Questions 32-40

　　问题32-40

　　Do the following statements agree with the information given in Reading Passage 3?

　　下面的陈述是否与阅读文章3给出的信息一致?

　　In boxes 32-40 on your answer sheet, write

　　在答题纸上32-40格写上

　　TRUE if the statement agrees with the information

　　如果语句与信息一致，则为TRUE

　　FALSE if the statement contradicts the information

　　如果语句与信息相矛盾，则为FALSE。

　　NOT GIVEN if there is no information on this

　　如果没有这方面的信息，则不给予

　　32 For the earliest tribes, the concept of sufficiency was more important than the concept of quantity.

　　32 对于最早的部落来说，充足的概念比数量的概念更重要。

　　33 Indigenous Tasmanians used only four terms to indicate numbers of objects.

　　33 土生土长的塔斯马尼亚人只用了四个词来表示物体的数目。

　　34 Some peoples with simple number systems used body language to prevent misunderstanding of expressions of number.

　　34 一些使用简单数字系统的人使用肢体语言来防止对数字表达的误解。

　　35 All cultures have been able to express large numbers clearly.

　　35 所有的文化都能清楚地表达大数。

　　36 The word ‘thousand’ has Anglo-Saxon origins.

　　36 “千”这个词来源于盎格鲁撒克逊语。

　　37 In general, people in seventh-century Europe had poor counting ability.

　　37 一般说来，七世纪欧洲的人计算能力很差。

　　38  In the Tsimshian language, the number for long objects and canoes is expressed with the same word.

　　38 在琴仙语中，长的物体和独木舟的数字是用同一个词来表示的。

　　39 The Tsimshian language contains both older and newer systems of counting.

　　39 琴仙语包含较旧和较新的计数系统。

　　40 Early peoples found it easier to count by using their fingers rather than a group of pebbles.

　　40 早期的人们发现用手指而不是用鹅卵石来计数更容易。

　　剑桥雅思6test2passage3阅读答案解析

　　Question 27

　　答案: B

　　关键词：developed/system of numbering

　　定位原文: 第2段倒数第2句“As they began to settle…”

　　解题思路: sophisticated和number system分别与题干 developed和system of numbering属于同义表达，因此只要找出与grow plants and herd animals的同义表达项就可以，显然farming可以代替。因此正确答案为B。

　　Question 28

　　答案： E

　　关键词：hand signal

　　定位原文: 第3段第3句“But in real situations…”

　　解题思路: 定位句之前所举的具体例子中表示数字的词有限，即题干E表达的the range of number words was restricted，gestures又与hand signal互为近义词。所以正确答案是E。

　　Question 29

　　答案： A

　　关键词： seventh-century Europe / count to a certain number

　　定位原文: 第4段中最后两句“The average person…”

　　解题思路: count to nine与count to a certain number属于同义表达，a witness in a court of law与题干A的fulfill a civic role属于同义表达。正确答案是A。

　　Question 30

　　答案： C

　　关键词： concept/ physical objects

　　定位原文: 第5段第1句“Perhaps…”;最后一句“...from there, to arithmetic”

　　解题思路: 题干中 concepts 和 physical objects 分别与 abstract idea 和 particular objects互为近义词。正确答案是C。

　　Question 31

　　答案： G

　　关键词： class of item

　　定位原文: 第6段第1、2句“Traces of…”

　　解题思路: 根据第6段开头the very first stages和第二句中the class of the item得出正确答案是G。

　　Question 32

　　答案：TRUE

　　关键词：the earliest tribes

　　定位原文: 第2段第3句“...their considerations would have…”

　　解题思路: 他们会地考虑“够了吗?”而不是“有多少?Sufficiency与 quantity 分别和Is this enough 与How many为同义转换关系。

　　Question 33

　　答案：FALSE

　　关键词：Tasmanians

　　定位原文: 第3段第2句“The indigenous peoples…”

　　解题思路: 只有三个词而不是四个。

　　Question 34

　　答案： TRUE

　　关键词：peoples with simple number systems

　　定位原文: 第3段第3句“But in real situations…”

　　解题思路: accompanied by gesture to help resolve any confusion 与题干use body language to prevent…属于同义表达。

　　Question 35

　　答案： FALSE

　　关键词：large numbers

　　定位原文: 第4段第1句“The lack of…”

　　解题思路: 一些文化缺少处理较大数字的能力，这并不令人惊讶。 这个意思与题干全然想矛盾。

　　Question 36

　　答案：NOT GIVEN

　　关键词：Anglo-Saxon

　　定位原文: 第4段第4句“ By the seventh…”

　　解题思路: 到公元7世纪，“teon” 一词变得可以与盎格鲁一撒克逊语中的词语文中对应点“tachund”或“hund”相互交换，因此100可表示为“hund teontig”或者“十乘十”。并没有提到“千”。

　　Question 37

　　答案：TRUE

　　关键词：seventh-century Europe

　　定位原文: 第4段最后两句“The average person…”

　　解题思路: 数到9就可以作证人，足见计数能力之差。

　　Question 38

　　答案：FALSE

　　关键词：Tsimshian language

　　定位原文: 第6段第2句“The numeration…”

　　解题思路: 题干意思与原文相驳斥。这个题比较容易判断。

　　Question 39

　　答案：TRUE

　　关键词: Tsimshian language

　　定位原文: 第6段倒数第2句“It seems that…”

　　解题思路: 看起来最后一组词语是后来发展的，而前六组则带有古代计数方法的痕迹。所以题目说的有新旧两套计数系统是正确的。

　　Question 40

　　答案： NOT GIVEN

　　关键词：early peoples / fingers / pebbles

　　定位原文: 第7段第2句“Counting is not directly…”

　　解题思路: 计算与数字概念的形成并非直接相关，因为我们完全有可能将被计数的物品用一堆石子、一把谷粒或者计数者的手指代替来进行计算。没有提到二者简易度的比较。