The implications of indoor pollution for health are unclear. But before worrying about the problems caused by large-scale industry, it makes sense to consider the small-scale industry, it makes sense to consider the small-scale pollution at home and welcome international debate about this. Scientists investigating indoor pollution will gather next month in Edinburgh at the Indoor Air conference to discuss the problem. Perhaps unwisely, the meeting is being held indoors.
Questions 1-6
Choose the appropriate letters A-D and write them in boxes 1-6 on your answer sheet.
1. In the first paragraph, the writer argues that pollution
A. has increased since the eighties.
B. is at its worst in industrialised countries.
C. results from poor relations between nations.
D. is caused by human self-interest.
2. The Sydney Harbour oil spill was the result of a
A. ship refuelling in the harbour.
B. tanker pumping oil into the sea.
C. collision between two oil tankers.
D. deliberate act of sabotage.
3. In the 3rd paragraph the writer suggests that
A. people should avoid working in cities.
B. Americans spend too little time outdoors.
C. hazardous gases are concentrated in industrial suburbs.
D. there are several ways to avoid city pollution.
4. The Corsi research team hypothesised that
A. toxic chemcials can pass from air to water.
B. pollution is caused by dishwashers and baths.
C. city water contains insufficient chlorine.
D. household appliances are poorly designed.
5. As a result of their experiments, Dr Corsi's team found that
A. dishwashers are very efficient machines.
B. tap water is as polluted as bottled water.
C. indoor pollution rivals outdoor pollution.
D. gas masks are a useful protective device.
6. Regarding the dangers of pollution, the writer believes that
A. there is a need for rational discussion.
B. indoor pollution is a recent phenomenon.
C. people should worry most about their work environment.
D. industrial pollution causes specific diseases.
Questions 7-13
The Passage describes a number of cause and effect relationships. Match each Cause Questions 7-13 in List A with its Effect A-J in List B. Write the appropriate letters A-J in boxes 7-13 on your answer sheet.
List A: CAUSES List B: EFFECTS
7. Industrialized nations used a lot of energy.
8. Oil spills into the sea.
9. The researchers publish their findings.
10. Water is brought to a high temperature.
11. People fear pollutants in tap water.
12. Air conditioning system are inadequate.
13. Toxic chemicals are abundant in new cars.
A. The focus of pollution moves to the home.
B. The levels of carbon monoxide rise.
C. The world's natural resources are unequally shared.
D. People demand an explanation.
E. Environmentalists look elsewhere for an explanation.
F. Chemicals are effectively stripped from the water.
G. A clean odour is produced.
H. Sales of bottled water increase.
I. The levels of carbon dioxide rise.
J. The chlorine content of drinking water increased.
练习四
You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage below.
GETTING GIRLS ON LINE
When Nancy Leveson, now a computer science profess or at the University of Washington, was teaching math at a California high school, her best student also happened to be one of the prettiest and most popular girls around. And when the girl got the highest score on a test, Leveson thought nothing of announcing the achievement while handing back the papers. As soon as t he class ended, though, the distraught student approached. She begged her teacher never, ever to embarrass her like that again.
The incident happened nearly 20 years ago, but Leveson notes that little has changed. Now, as then, too many teenage girls feel uncomfortable and even unwelcome in the realms of math, science and computing. Research shows that girls who are gifted in these subjects in elementary school begin to shy away from them by the seventh grade. Eventually, they convince themselves that these are male domains. "By saying only men are good at these things, you make the women who are good at them seem like freaks," says Leveson.
Increasingly, however, educators are trying to reverse the process by retraining teachers and redirecting students. Funded with more than $1 million by the National Science Foundation (NSF) and seven corporations, Computer Equity Expert Project (CEEP) showed 200 math and computer-science teachers how to recognize and eliminate gender bias in their classrooms. CEEP urged teachers to bring more girls into the world of computers by setting up mentoring programs with older students and having girls-only days at the school computer labs.
Both public and private schools are trying to close the technology gap. Because girls tend to do better in the sciences without the distraction of boys, three California schools have started girls-only math classes over the last two years, with promising results. Other schools are hooking up with colleges for help and inspiration.
But however wonderful the subject looks in high school, interest often diminishes in college, where women earned only 30% of the undergraduate degrees awarded in computer science in 1991, and 16% in engineering in 1993, as opposed to medical school, where women make up 36% of total enrolment. The proportion shrinks still more at the doctoral level, where women receive only 15% of computer science PhDs and under 10% of engineering PhDs.
Many college women are turned off by the macho swagger of technojocks at schools like MIT, where staying awake for three days to perfect a piece of software is seen as a test of virility. That kind of attitude "sets cultural parameters not just for MIT but for the intense nature of the computer culture everywhere," says Steven Levy, author of Hackers: Heroes of the Computer Revolution.
As a result, it's hard to find female role models in computer science.
To keep women interested in the field, Nancy Leveson and a colleague from the University of British Columbia spearheaded a program that will match 20 female undergraduates with faculty mentors around the country this summer, thanks to a $240000 grant from the NSF.
In Rochester, NY, the Rochester Institute of Technology's Women in Science, Engineering and Math mentoring program aims to spark high school girls' career interests by linking 140 girls and professional women in a computer network. Coordinators, who hope to extend the four-month program to three years, note the intense interest shown by girls and women. "I can't keep the mentors away," says Caro lO' Leary, who helped set the program up. "I was looking for 40, and I have 6 7. Women are anxious to give of themselves."
Eventualy, these computer educators would like to make gender-specific programs obsolete, but that will happen only when computer-science education becomes more creative, according to Paula Rayman, director of Pathways for Women in the Sciences, a research program at Wellesley College. By way of example, Rayman points to her 9-year-old daughter, Lily, whose fourth-grade class at the Bowman Elementary School in Lexington, Mass., is learning several sciences under the guise of bicycle repair. The kids aren't just fixing bikes but ingesting knowledge about mechanics, scientific history and the physics of motion. They're also using their computers to generate charts, graphs and databases. Children of both sexes are eager to work with computers because the machines are revealed as both enter taining and useful, not just as a source of boring drills or violent games, which girls usually find unappealing.
"When it comes to girls and computers," says Rayman, "we've found that there are three ingredients for user-friendliness: hands-on experience, teamwork and relevance." These ingredients, of course, would increase anyone's mastery of computers, as well as the usefulness of the machines. By trying to do a better job of teaching girls, computer scientists may learn quite a lot themselves.
Questions 1-4
Choose the appropriate letters A-D for each question and write them in boxes 1-4 on your answer sheet.
1.Nancy Leveson is.
A. the girl who got the highest score on a test.
B. a university professor.
C. a high school teacher of math.
D. one of the prettiest girls in school.
2.Females generally do best at math and science
A. up to seventh grade.
B. when they feel comfortable and welcome in the course.
C. when they are teenagers.
D. when they can compete with males.
3.CEEP is
A. providing funds for teacher training.
B. redirecting students.
C. banning boys from the computer labs.
D. helping more girls study computers.
4. Which of the following is true about women studying in university?
A. 10% studying engineering got PhDs.
B. 36% of total enrolments are in medical school.
C. 16% of undergraduate engineering degrees were awarded to women.
D. 30% studying computer science in 1991 got degrees.
Questions 5-8
Four individuals are mentioned in the Passage. For whom are the following statements true?
Write the appropriate letters in boxes 5-8 on your answer sheet.
NL Nancy Leveson SL Steve Levy
PR Paula Rayman CO Carol O'Leary
Example Answer
Use to teach mathematics NL
5. has a daughter
6. helped organize the mentor program
7. wrote a book
8. is head of mentor program
Questions 9-14
Do the following statements reflect the claims of the writer in Reading Passage?
In boxes 9-14 on your answer sheet write:
YES if the statement agrees with the writer
NO if the statement contradicts the writer
NOT GIVEN if it is impossible to say what the writer
thinks about this
9. The overwhelmingly male computer culture repels many women.
10. The Rochester Institute of Technology is organizing a three-year mentoring program for girls.
11. Special computer programs are being written for women.
12. Women are often anxious about themselves.
13. Physics and history are two of the main subjects taught at Bowman.
14. Computer scientists are likely to learn a lot from teaching girls.
雅思考试(IELTS)学术类阅读理解辅导
第三部分阅读理解专项练习词汇注释
专项练习一LIST OF HEADINGS
练习一
ｍｙｔｈ［ｍｉ］ ｎ. 神话；编造的话；谎话
ｍｉｓｃｏｎｃｅｐｔｉｏｎ［ｍｉｓｋｎｓｅｐｎ］ ｎ. 误解；错误思想；错误印象
ｅｎｃｏｕｎｔｅｒ［ｉｎｋａｕｎｔ］ ｖｔ. 意外遇见；偶然 碰到；遭到；受到n. 遭遇；邂逅
persist［ｐｓｉｓｔ］ vi. 持续；存留
persistent［ｐｓｉｓｔｎｔ］ a. 持续的；存留的
ignorance［ｉｎｒｎｓ］ n. 无知；不知
fundamental［ｆｎｄｍｅｎｔｌ］ a. 基本的；根本的
ａｓｓｕｍｐｔｉｏｎ［ｓｍｐｎ］ ｎ. 假定 ；臆想
ｅｘａｃｅｒｂａｔｅ［ｅｋｓｓｂｅｉｔ］ ｖｔ. 使加深；加剧；恶化
ｄｏｇｇｅｄ［ｄｉｄ］ ａ. 顽强的；顽固的；固执的
ｏｕｔgｏｉｎg［ａｕｔｕｉ］ ａ. 友好的； 率直的
ｐｏｄｉｕｍ［ｐｕｄｉｍ］ ｎ. 讲台
ｃｏｕｎｔ［ｋａｕｎｔ］ vt. 计算
reserve［ｒｉｚｖ］ vt. 保留；保存
occasion［ｋｅｉｎ］ n. 重大活动；场合
ｉgｎｏｒｅ［ｉｎ］ ｖｔ. 忽视；忽略
perspective［ｐｓｐｅｋｔｉｖ］ n. 视角；观点；看法
seek［ｓｉｋ］ vt. 寻找；搜寻
stimulation［ｓｔｉｍｊｕｌｅｉｎ］ n. 刺激；激励
boardroom［ｂｄｒｕｍ］ n. (董事会的)会议室
courtroom［ｋｔｒｕｍ］ n. 法庭
restrict (to)［ｒｉｓｔｒｉｋｔ］ vt. 限制；约束
platform［ｐｌｔｆｍ］ n. 讲台；舞台
rather［ｒ］ ad. 恰恰相反
location［ｌｕｋｅｉｎ］ n. 地点；场所
engage with 交往；密切结合
be engaged in 忙于；从事
ａｄｖｏｃａｔｅ［ｄｖｋｅｉｔ］ ｖｔ. 拥护；提倡；主张
ｌｅｃｔｅｒｎ［ｌｅｋｔｎ］ ｎ. 教堂中读 经台；讲演者之讲桌
ｉｎｎａｔｅ［ｉｎｅｉｔ］ ａ. 天生的；天然的
ｐｒｏｐｅｎｓｉｔｙ［ｐｒｐｅｎｓｔｉ］ ｎ. (性格上的)倾向；习性
ｏｖｅｒｌｙ［ｕｖｌｉ］ ａｄ. 过度地
ｒｅｍａｒｋａｂｌｅ［ｒｉｍｋｂｌ］ ａ.显著的；相当的
ｃｏｍｐｅｔｅｎｔ［ｋｍｐｉｔｎｔ］ ａ. 胜任的；合格的；有效的
ｆａｉｔｈｆｕｌｌｙ［ｆｅｉｆｕｌｉ］ ad. 忠实地；依据事实地
related［ｒｉｌｅｉｔｉｄ］ a. 有关的；相关的
gifted［ｉｆｔｉｄ］ a. 有天才的；有天赋的
reject［ｒｉｄｅｋｔ］ vt. 不同意；拒绝接受
effective［ｉｆｅｋｔｉｖ］ a. 给人深刻印象的；有力的
communicator［ｋｍｊｕｎｉｋｅｉｔ］ n. 演讲者；传播者
talent［ｔｌｎｔ］ n. 天才；天资
confront［ｋｎｆｒｎｔ］ vt. 面临；面对
necessity［ｎｉｓｅｓｔｉ］ n. 必要；必需
reflect［ｒｉｆｌｅｋｔ］ vt. 反映；显示；表明
view［vｊｕ］ vt. 看待；考虑
transcribe［ｔｒｎｓｋｒａｉｂ］ vt. 全文写下
instance［ｉｎｓｔｎｓ］ n. 情况；场合
ｅｐｈｅｍｅｒａｌ［ｉｆｅｍｒｌ］ ａ. 极短的；短暂的
conclude［ｋｎｋｌｕｄ］ vi. 结束；终了
retain［ｒｉｔｅｉｎ］ vt. 能记住
subscribe(to)［ｓｂｓｋｒａｉｂ］ vi. 同意；赞许
reasoning［ｒｉｚｎｉ］ n. 推理；推论
ｒｅａｓｓｕｒｉｎg［ｒｉｕｒｉ］ ａ.安慰的；鼓励的
ｐｒｏｎｏｕｎｃｅｍｅｎｔ［ｐｒｎａｕｎｓｍｎｔ］ ｎ. 声明；广告；看法；意见；决定
ｉｎｆｏｒｍｅｄ［ｉｎｆｍｄ］ ａ. 有知识的；明智的
ｓｔｒｉｖｅ［ｓｔｒａｉｖ］ ｖｔ. 努力；奋斗
ｔｒｏｕｂｌｅｓｏｍｅ［ｔｒｂｌｓｍ］ ａ. 棘手的；麻烦的
ｃｏｒｏｌｌａｒｙ［ｋｒｌｒｉ］ ｎ. 必然结果；推论
ｅｘｅｃｕｔｅ［ｅｋｓｉｋｊｕｔ］ ｖｔ. 实行；实施
ｂｌｉｔｈｅｌｙ［ｂｌａｉｌｉ］ ａｄ. 欢乐地；愉快地
ｖａgａｒｙ［ｖｅｉｒｉ］ ｎ. 难以预测的行为；异常行为
interaction［ｉｎｔｒｋｎ］ ｎ. 相互作用；相互影响
aspect［ｓｐｅｋｔ］ ｎ. 方面
delivery［ｄｉｌｉｖｒｉ］ ｎ. 讲话；演讲；演讲风格
handicap［ｈｎｄｉｋｐ］ vt. 妨碍；使不利
retention［ｒｉｔｅｎｎ］ ｎ. 记忆(力)
ｕｎｐｒｅｄｉｃｔａｂｉｌｉｔｙ［ｎｐｒｉｄｉｋｂｉｌｔｉ］ ｎ. 不确定因素
ｉｎａｄｅｑｕａｔｅ［ｉｎｄｉｋｗｅｉｔ］ ａ. 不足够的；不充分的
ｄｒｅａｄｆｕｌ［ｄｒｅｄｆｕｌ］ ａ. 可怕的；令人生畏的
ｍｉｓｍａｎａgｅ［ｍｉｓｍｎｉｄ］ ｖｔ. 管理不善；处置不当
ｕｎｂｕｒｄｅｎ［ｎｂｄｎ］ ｖｔ. 卸去负荷；解除忧愁或恐惧
练习二
unit of account 计量单位
ｌｉｎｅａｒ［ｌｉｎｉ］ ａ. 线性的；直线的
ｍｅａｓｕｒｅｍｅｎｔ［ｍｅｍｎｔ］ ｎ. 度量；测量法
ｙａｒｄ［ｊｄ］ ｎ. 码
ｆｏｒｍｅｒ［ｆｍ］ ａ. 以前的；从前的
ｉｎｔｅｒｍｓ ｏｆ 根据；按照
ｅｔｃｈ［ｅｔ］ ｖｔ. 蚀刻
ｂｒａｓｓ ｒｏｄ 黄铜制成的铜棒
ｍａｉｎｔａｉｎ［ｍｅｉｎｔｅｉｎ］ ｖｔ. 维持；保持
ｓｔａｎｄａｒｄｓ ｌａｂｏｒａｔｏｒｙ 标准实验室
at constant temperature 在恒温环境中
ｕｌｔｉｍａｔｅｌｙ［ｌｔｉｍｔｌｉ］ ａｄ. 最后；根本
in the mind of 在…看来
ｏｂｓｅｒｖｅｒ［ｂｚｖ］ ｎ. 观察者；观测者
change with time and circumstance 随时间环境变化而变化
Issac Newton 牛顿(英国物理学家、数学家和天文学家)
ｓｔｅｒｌｉｎg［ｓｔｌｉ］ ｎ. 英国货币； 银币
gｒａｉｎ［ｒｅｉｎ］ ｎ. 格令(美国惯用体系的重量单位)
ｓｈｉｌｌｉｎg［ｉｌｉ］ ｎ. 先令(1971年以前的英国货币单位)
ｐｅｎｎｙ［ｐｅｎｉ］ ｎ. 便士
ｓｔａｎｄａｒｄ［ｓｔｎｄｄ］ ｎ. 标准
ｗｏｒｌｄ ｍｏｎｅｙ 国际流通货币
ｓｕｐｐｏｓｅｄｌｙ［ｓｐｕｚｉｄｌｉ］ ａｄ. 假定地；猜想地
ｃｕｒｒｅｎｃｙ［ｋｒｎｓｉ］ ｎ. 流通货币
ｒｉgｉｄｌｙ［ｒｉｄｉｄlｉ］ ａｄ. 严格地
ｉｎｔｅｒｃｏｎｎｅｃｔｅｄ［ｉｎｔｋｎｅｋｔｉｄ］ ａ. 互相连接的
ｃｏｍｍｏｄｉｔｙ［ｋｍｄｔｉ］ ｎ. 商品；日用品
ｒｕｉｎ［ｒｕｉｎ］ ｖｔ. 破坏；(使)毁灭
ｆｒｏｓｔ［ｆｒｓｔ］ ｎ. 霜；霜冻
go up 上升；增长
ｃｏｎｓｅｑｕｅｎｃｅ［ｋｎｓｉｋｗｎｓ］ ｎ. 结果；结论
ｃｏｍｐｌｅｘ［ｋｍｐｌｅｋｓ］ ａ. 复杂的；综合的
ｕｎｐｒｅｄｉｃｔａｂｌｅ［ｎｐｒｉｄｉｋｔｂｌ］ ａ. 不可预知的
high price 高价
ｓｉｍｉｌａｒｌｙ［ｓｉｍｉｌｌｉ］ａｄ. 相似地；同类地
Ｉｒａｑｉ［ｉｒｋｉ］ ａ. 伊拉克的
ａｎｎｅｘａｔｉｏｎ［ｎｅｋｓｅｉｎ］ ｎ. 合并
Ｋｕｗａｉｔ［ｋｊｕｗｅｉｔ］ ｎ. 科威特
lead to 导致；引起
ｓｕｓｔａｉｎｅｄ［ｓｓｔｅｉｎｄ］ ａ. 持续不变的；相同的
ｉｎｆｌａｔｉｏｎ［ｉｎｆｌｅｉｎ］ ｎ. 通货膨胀
ｆｏｕｎｄａｔｉｏｎ［ｆａｕｎｄｅｉｎ］ ｎ. 基地；基础
sound money 健全的货币
purchasing power 购买力
ｓｕｂｓｔｉｔｕｔｅ［ｓｂｓｔｉｔｊｕｔ］ ｎ. 替代品；代用品
swing up and down 上下浮动
with reference to 参考；参照
ｆｉｘｅｄ［ｆｉｋｓｔ］ ａ. 固定的；确定的
ｄｉｍｉｎｉｓｈ［ｄｉｍｉｎｉ］ ｖｔ. (使)减少；(使)变小
gold rush 淘金热
peter out 逐渐消失
ｄｅｆｌａｔｉｏｎ［ｄｉｆｌｅｉｎ］ ｎ. 通货紧缩
set in 到来；上涨
ｉｎｔｒｏｄｕｃｔｉｏｎ［ｉｎｔｒｄｋｎ］ ｎ. 传入；出现
ｉｎ ｔｕｒｎ 反过来；转而
paper money 纸币
ｃｏｉｎａgｅ［ｋｉｎｉｄ］ ｎ. 造币；造币制 度
ｆｉａｔ［ｆａｉｔ］ ｎ. 许可；批准；命令
ｂｅ ｓｕｂｊｅｃｔ ｔｏ 受…支配；常遭受；从属于
ｐｏｌｉｔｉｃａｌ［ｐｌｉｔｉｋｌ］ ａ. 政治上的；行政的
ｃｈａｎｃｅ［ｔｎｓ］ ｎ. 机会；可能性
ｃｏｎｖｅｒｔ［ｋｎｖｔ］ ｖｔ. 转换；使转变
ｅｘｐｅｎｄｉｔｕｒｅ［ｅｋｓｐｅｎｄｉｔ］ ｎ. 支出；花费
