ｐｏｒｔｉｏｎ［ｐｎ］ｎ.一部分
ｍａｉｎｌａｎｄ［ｍｅｉｎｌｎｄ］ｎ.大陆
ｖｏｌｃａｎｏｌｏgｙ［ｖｌｋｎｌｄｉ］ｎ.火山学
ｓｕｎｋｅｎ［ｓｋｎ］ａ.沉没的；凹陷的
ｉｎ ａ ｓｅｎｓｅ在某种意义上
let off排放出(液体、气体)
ｓｔｅａｍ［ｓｔｉｍ］ｎ.蒸汽；水汽
ｙｏｕｎg［ｊ］ａ.初期的；初级阶段的
ｎｏｔｅ［ｎｕｔ］ｖｔ.指出；特别提到
ｒｅｌｅａｓｅ［ｒｉｌｉｓ］ｖｔ.释放；排放
ｒｅｐｏｒｔ［ｒｉｐｔ］ｖｔ.介绍；叙述
ｄｉｒｅｃｔｏｒ［ｄｉｒｅｋｔ］ｎ.主管；主任
gｅｏｐｈｙｓｉｃｓ［ｄｉｕｆｉｚｉｋｓ］ｎ.地球物理学
be about to将要
ｚｏｎｅ［ｚｕｎ］ｎ.地带；地区
ａｐｐｅａｒｎｃｅ［ｐｉｒｎｓ］ｎ.出现
ｐｒｅｃｅｄｅ［ｐｒｉｓｉｄ］ｖｔ.在…之前；先于…出现
ｔｒｅｍｏｒ［ｔｒｅｍ］ｎ.震动；颤动
ｅｍｉｓｓｉｏｎ［ｉｍｉｎ］ｎ.(光、热等的)散发；喷射
ｖｉｓｉｂｌｅ［ｖｉｚｂｌ］ａ.明显的；看得见的
ｄｉｓｔａｎｃｅ［ｄｉｓｔｎｓ］ｎ.距离
ｌａｓｔ［ｌｓｔ］ｖｉ.持续
ｆｉｃｋｌｅ［ｆｉｋｌ］ａ.变幻无常的
ｓｅａｐｏｒｔ［ｓｉｐｔ］ｎ.海港；港口城市
ｓｉｃｉｌｉａｎ［ｓｉｓｉｌｊｎ］ａ.西西里岛的
ｏｂｓｅｒｖｅｒ［ｂｚｖ］ｎ.观察者；观测者
at the time当时
ｗｏｎｄｅｒ［ｗｎｄ］ｖｔ.对…感到惊讶；惊奇
a chain of一连串的
spring up突然出现；跳出
link...to...将…与…相连
Tunisia［ｔｊｕｎｉｚｉ］突尼斯(北非国家) thus［ｓ］ａｄ.因而；从而
ｕｐｓｅｔ［ｐｓｅｔ］ｖｔ.颠覆；推翻
gｅｏｐｏｌｉｔｉｃｓ［ｄｉｕｐｌｔｉｋｓ］ｎ.地缘政治学
ｒｅgｉｏｎ［ｒｉｄｎ］ｎ.地区；地域
ｆｏｕｎｔａｉｎ［ｆａｕｔｉｎ］ｎ.喷泉
ｌａｖａ［ｌｖ］ｎ.熔岩；火山岩
gｕｓｈ［］ｎ.喷涌；涌出
ｆｉｓｓｕｒｅ［ｆｉ］ｎ.裂缝；裂沟
ｅｘｐｌｏｄｅ［ｉｋｓｐｌｕｄ］ｖｉ.爆炸；爆发
ｏｎｃｏｎｔａｃｔｗｉｔｈ与…接触
spit out喷出；吐出
ｂｉｌｌｏｗｉｎg［ｂｉｌｕｉ］ａ.翻腾的
ｌｏｒｄ［ｌｄ］ｎ.统治者；爵士
ａｄｍｉｒａｌｔｙ［ｄｍｒｌｔｉ］ｎ. (英国)海军部
ｐｌａｎｔ［ｐｌｎｔ］ｖｔ.安插
ｄｉｓｐａｔｃｈ［ｄｉｓｐｔ］ｖｔ.派遣
ｃｏｒｖｅｔｔｅ［ｋｖｅｔ］ｎ.轻巡洋舰
ｄｕｂ［ｄｂ］ｖｔ.授予称号
ｃｌａｉｍ［ｋｌｅｉｍ］ｖｔ.要求；认领
ｉｎｈｏｎｏｒｏｆ向…表示敬意；为祝贺…
ｄｉｐｌｏｍａｔｉｃ［ｄｉｐｌｍｔｉｋ］ａ.外交的；老练的
ｗｒａｎgｌｅ［ｒｌ］ｖｉ.争论；争吵
break out爆发
ｒｅｓｏｌｖｅ［ｒｉｚｌｖ］ｖｔ.解决
sea level海平面
ｄｉａｍｅｔｅｒ［ｄａｉｍｉｔ］ｎ.直径
ｃｒｕｍｂｌｅ［ｋｒｍｂｌ］ｖｉ.崩溃；粉碎
ｄｉｓａｐｐｅａｒ［ｄｉｓｐｉ］ｖｉ.消失；不见
ｓｉｎｋ［ｓｉｋ］ｖｉ.沉没；下沉
ｃｏｕｎｃｉｌ［ｋａｕｎｓｌ］ｎ.委员会；理事会
ｍａｒｉｎｅ［ｍｒｉｎ］ａ.海产的；海的
gｅｏｌｏgｙ［ｄｉｌｄｉ］ｎ.地质学；地质概况
ｅｘｃｉｔｅｍｅｎｔ［ｉｋｓａｉｔｍｎｔ］ｎ.刺激；兴奋
ｆｌａｎｋ［ｆｌｋ］ｎ.侧面
ｐｒｅｓｓ［ｐｒｅｓ］ｎ.新闻业
ｍｉｓｉｎｔｅｒｐｒｅｔ［ｍｉｓｉｎｔｐｒｉｔ］ｖｔ.曲解
ｂｕｚｚ［ｂｚ］ｖｉ.(谣言等)流传
ｅｒｕｐｔ［ｉｒｐｔ］ｖｉ.爆发
ｂｌｏｗ ｕｐ爆炸
set off引起；使爆发
a series of一系列的
high wave巨浪
ｄｅｖａｓｔａｔｅ［ｄｅｖｓｔｅｉｔ］ｖｔ.毁坏；破坏
ｖａｓｔ［ｖｓｔ］ａ.巨大的；大量的
Ｃａｍｐａｎｉａ［ｋｍｐｅｉｎｉ］坎帕尼亚区
Ｎａｐｌｅｓ［ｎｅｉｐｌｚ］那不勒斯(意大利西南部港市)
gｅｏｒｅｓｏｕｒｃｅ［ｄｉｕｒｉｓｓ］n.地理资源
ｔｅｒｒｉｔｏｒｙ［ｔｅｒｉｔｒｉ］ｎ.领土；地域
ｓｉgｎ［ｓａｉｎ］ｎ.迹象
ｃｏｌｌａｐｓｅ［ｋｌｐｓ］ｖｉ.倒塌；崩溃
sooner or later迟早
ｕｎｌｅａｓｈ［ｎｌｉ］ｖｔ.释放
from now从现在开始
ｍａｊｏｒ［ｍｅｉｄ］ａ.主要的
ｖｏｌｃａｎｏｌｏgｉｓｔ［ｖｌｋｎｌｄｉｓｔ］ｎ.火山学家
ｅｘｐｌｏｓｉｖｅ［ｉｋｓｐｌｕｓｉｖ］ａ.爆炸性的
ｗａｔｅｒｐｒｅｓｓｕｒｅ水压
prevent...from...阻止
blow one's top发脾气(此处指火山爆发)
ｖｏｌｕｍｅ［ｖｌｊｕｍ］ｎ.体积；量
ｔｉｄａｌ［ｔａｉｄｌ］ａ.潮汐的
active volcano活火山
ｍｏｎｉｔｏｒ［ｍｎｉｔ］ｖｔ.监控
on land在陆地上
lower slope低地；缓坡
ｒｅａｐｐｅａｒ［ｒｉｐｉ］ｖｉ.再出现；重新显露
international relation国际关系
ｐｒｏｂａｂｉｌｉｔｙ［ｐｒｂｂｉｌｔｉ］ｎ.可能性；概率
ｆｏｒｍａｌｌｙ［ｆｍｌｉ］ａｄ.正式地
ａｒｉｓｅ［ｒａｉｚ］ｖｉ.出现；发生
have a big fight over...就…激烈争吵
diplomatic dispute外交纠纷
ｉｍｐｒｏｂａｂｌｅ［ｉｍｐｒｂｂｌ］ａ.不可能的
belong to属于
ｐｒｅｃａｒｉｏｕｓ［ｐｒｉｋｒｉｓ］ａ.不稳定的；不确定的
ｌｏｃａｔｉｏｎ［ｌｕｋｅｉｎ］ｎ.地点
ｉｎｔｅｒｓｅｃｔｉｏｎ［ｉｎｔｓｅｋｎ］ｎ.交叉点
be destined to注定要…
二、题目
ｐｌａｔｅ［ｐｌｅｉｔ］ｎ.【地】板块
split apart分开；分裂
ｃｏｎｓｕｌｔ［ｋｎｓｌｔ］ｖｔ.请教；商量
ｄｏｗｎｐｌａｙ［ｄａｕｎｐｌｅｉ］
ｖｔ.［美口］贬低；低估
over_sensationalize［ｕｖｓｅｎｓｅｉｎｌａｉｚ］vt.过分渲染；夸大其辞
ｒｉｓｋ［ｒｉｓｋ］ｎ.风险；冒险
ｅｍｅｒgｅ［ｉｍｄ］ｖｉ.出现；显现
第五部分阅读理解全真模拟试题
阅读理解全真模拟试题一
INTERNATIONAL ENGLISH LANGUAGE
TESTING SYSTEM
ACADEMIC READING
TEST 1
TIME ALLOWED：1 hour
NUMBER OF QUESTIONS：40
Instructions
WRITE ALL YOUR ANSWERS ON THE ANSWER SHEET
The test is in 3 sections:
Reading Passage 1 Questions 1 -15
Reading Passage 2 Questions 16-28
Reading Passage 3 Questions 29-40
Remember to answer all the questions. If you are having trouble with a question, skip it and return to it later.
READING PASSAGE 1
You are advised to spend about 20 minutes on Questions 1-15 which are based on Reading Passage 1.
The Birth Of The Microwave
A Chances are, you'll use a microwave oven at least once this week-probably (according to research) for heating up leftovers or defrosting something. Microwave ovens are so common today that it's easy to forget how rare they once we re. As late as 1977, only 10% of U.S. homes had one. By 1995, 85% of households had at least one. Today, more people own microwaves than own dishwashers.
B Magnetrons, the tubes that produce microwaves, we re invented by British scientists in 1940. They were used in radar systems during World War II, and were instrumental in detecting German planes during the Battle of Britain. These tubes—which are sort of like TV picture tubes—might still be strictly military hardware if Percy Spencer, an engineer at Raytheon (a U.S. defense contractor), hadn't stepped in front of one in 1946. He had a chocolate bar in his pocket; when he went to eat it a few minutes later, he found that the chocolate had almost completely melted. That didn't make sense. Spencer wasn't hot—how could the chocolate bar be? He suspected the magnetron was responsible , so he tried an experiment. He put a bag of popcorn kernels in the tube. Second s later, they popped. The next day, Spencer brought eggs and an old tea-kettle t o work. He cut a hole in the side of the kettle, put an egg in it, an laced it next to the magnetron. Just as a colleague went to see what was happening, the egg exploded.
C Spencer shared his discovery with his employers at Raytheon, and suggested manufacturing magnetron-powered ovens to sell to the public. Raytheon was interested. They had the capacity to produce 10,000 magnetron tubes per week, but wit h World War II over, military purchases had been cut down to almost nothing. What is the better way to recover lost sales than to put a radar set disguised as a microwave oven in every American home? Raytheon agreed to back the project. The company patented the first “high frequency dielectric heating apparatus" in1953. Then they held a contest to find a name for their product. Some came up with "Radar Range", which was later combined
into the single word—Radarange.
D Raytheon had a great product idea and a great name, but they didn't have a n oven anyone could afford. The 1953 model was 51/2 feet tall, weighed more than750 pounds, and cost $3000.Over the next 20 years, railroads, ocean liners andhigh-end restaurants were virtually the only Radarange customers. In 1955, a company called Tappan introduced the first microwave oven for average consumers; It was smaller than the Radarange, but still cost $1,295—more than some small homes. Then in 1964, a Japanese company perfected a miniaturized magnetron, and Raytheon soon after introduced a Radarange that used the new magnetron. It sold for $495. But that was still too expensive for the average American family. Finally, in the 1980s, technical improvements lowered the price and improve the qualityenough to make microwave ovens both affordable and practical. By 1988, 10% of al l new food products in the U.S were microw aveable.
E Here is the first thing you should know about "microwaves": Like visible light, radio waves and X-rays, they are waves of electromagnetic energy. What makes the four waves different from each other? Each has a different length (wavelength) and vibrates at a different speed (frequency). Microwaves get their name because their wavelength is much shorter than electromagnetic waves that carry TV and radio signals. The microwaves in a microwave oven have a wavelength of about four inches, and they vibrate 2.5 billion times per second—about the same natural frequency as water molecules. That's what at makes them so effective at heating food. A conventional oven heats the air in the oven, which then cooks the food. But microwaves cause water molecules in the food to vibrate at high speeds, creating heat. The heated water molecules are what cook the food. Glass, ceramic s and plastics contain virtually no water molecules, which is why they don't heat up in the microwave. When the microwave oven is turned on, electricity passesthrough the magnetron, the tube that produces microwaves. The microwaves are the n channeled down a metal tube (waveguide) and through a slow rotating metal fan(stirrer), which scatters them into the part of the oven where the food is place d. The walls of the oven are made of metal, which reflects microwaves the same way that a mirror reflects visible light. So when the microwaves hit the stirrerand are scattered into the food chamber, they bounce off the metal walls and penetrate the food from every direction. Some ovens have a rotating turntable thathelps food cook more evenly.
F Do microwaves cook food from the inside out? Some people think so, but the answer seems to be no. Microwaves cook food from the outside in, like conventional ovens. But the microwave energy only penetrates about an inch into the food. T he heat that's created by the water molecules then penetrates deeper into the food, cooking it all the way through. This secondary cooking process is known as "conduction".
G When sales of microwave ovens took off in the late 1980s, millions of cooks discovered the same thing: Microwaves just don't cook some foods as well as regular ovens do. The reason: Because microwaves cook by exciting the water molecules in food, the food inside the microwave oven rarely cooks at temperature higher than 212°F, the temperature at which water turns to steam. Conventional oven s, on the other hand, cook to temperatures as high as 550°F. High temperatures are needed to caramelize sugars and break down proteins, carbohydrates and other substances, and combine them into more complex flavors. So, microwave oven can't do any of this, and it can't bake, either. Some people feel this is the microwave's Achilles heel. "The name ‘microwave oven' is a misnomer," says Cindy Ayers, an executive with Campbell Soup. “It doesn't do what an oven does." "It's a glorified popcorn popper," says Tom Vierhile, a researcher with Marketing Intelligence, a newsletter that tracks microwave sales. "When the microwave first came out, people thought they had stumbled on nirvana. It's not the appliance the food industry thought it would be. It's a major disappointment." Adds one cooking critic: "Microwave sales are still strong, but time will tell whether they have a future in the American kitchen."
Questions 1-6
Reading Passage 1 has seven paragraphs A-G. State which paragraph discusses each of the points below. Write the appropriate letters A-G in boxes 1-6 on your answer sheet.
ExamplesThe Discovery That Spencer Made
Answer B
1. The Introduction of the Radarange
2. The Conduction Process of Heating Food
3. Basic Cooking Method of Microwave Oven
4. The Commercial Development of the Microwave
5. Popularity of Microwaves Today
6. Limitations of the Microwave
Questions 7-11
Complete the summary below with the word taken from each blank. Write your answers in boxes 7-11 in your answer sheet. Use NO MORE THAN ONE WORD for each blank.
Before magnetrons were used for microwaves they were primarily used in(7) systems. Microwaves have much (8) wavelength than electromagnetic waves. Why do microwaves cook so fast? The reason that regular ovens cook so slowly is because ovens heat air molecules first, while microwaves heat (9) molecules first. Microwave ovens can cook food in any direction because when the microwaves hits the metal walls in a microwave they (10) off the metal walls. The process that allows microwaves to cook food from the outside to the inside may best be called “heat transfer by (11)."
Questions 12-15
Do the following statements agree with the information given in Reading Passage1? Write your answers in boxes 12-15 on your answer sheet.
YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage
12. Spencer invented magnetrons.
13. Regular ovens are better at breaking down sugars because they heat them at a lower temperature.
14. Raytheon couldn't make money out of microwave ovens at first.
15. In the future, microwave sales are not likely to be as good as they w ere in the past.
READING PASSAGE 2
You are advised to spend about 20 minutes on Questions 16-28 which are based o n Reading Passage 2.
Play with mother is key to children's success (Mothers who did badly at school ca n still boost their young children's academic performance with stimulating activities at home). Mothers' (rather than fathers') own educational achievements have long been thought to be the key to children's progress at school. But government-funded research suggests that mothers can compensate for their lack of exam success if they offer their under-fives activities linked to literacy and numeracy.
Researchers from Oxford, Cardiff and London universities, who measured the attainments of more than 2,000 children at the ages of three and five, found that their mothers' education is important in accounting for differences between children. But what the mother did with the child was even more important. Those who talked frequently to their children, who played games with numbers and letters, read to them, took them to the library and taught them songs and nursery rhymes had a significant effect on their attainment both at the ages of three and five. Professor Pam Sammons, of London University's Institute of Education, said: "Children's progress is not completely determined by social disadvantage. What parents do with children is critically important. Parents who have no educational qualifications can still do many things to help their children. We need to encourage parents, particularly younger ones, to play with children and to talk to them."
Sammons said the findings emphasized the importance of policies for supporting families of under-threes, for example the government's Sure Start programme. MPs on the Select Committee for Education are investigating early years education. Ministers have provided a nursery, playgroup or school place for every four-year-old, but critics say that too many children are now in school reception classes, which are not equipped for them. There are more staff workers for each child in nurseries than in reception classes. The researchers, comparing children's achievements in math and literacy, found that playgroups and private day nurseries tended to do much less well than nursery schools, which combined education, daycare and reception classes.
This research is consistent with previous studies that show the benefit of mot her play in other areas such as in a child's creativity and social development u sing other devices such as music and toys. Music helps children connect the outer world of movement and sound with the inner world of feelings and observations. Children learn music the same way they learn language—by listening and imitating. Finger play promotes language development, motor skills and coordination, as well as self-esteem. Young children are proud when they sing a song and can d o the accompanying finger movements. Listening to music also teaches important p re-reading skills. As youngsters use small drums or other percussion instruments(homemade or store-bought), they can play the rhythmic pattern of words.
