可粘贴复制版本的-剑桥雅思-9-Test-4

Test 4ＬIＳTENＩNGSECＴION 　1　 Qｕeｓtｉons　1-10Questions 1—4Ｃoｍplete ｔhe tablｅ　below.Wriｔe OＮＥ WOＲD ONLY　foｒ　ｅach　answｅｒ.Heａlth CｅntｒesNamｅ oｆ centrｅDoctｏｒ’s　nameＡdｖanｔageThe Haｒｖｅy ClinicEｘａｍｐleDｒ Greenｅspeｃiａlｌｙ ｇood wiｔh 1_______The 2　__＿___Ｈeaｌth PractｉceDr　Ｆulleroffｅrs ３_＿______　appｏintmentsThe Shore　Lａne Health　ＣentreＤｒ 4_＿__＿_＿＿ Ｑueｓtions 5—6Cｈoose TＷＯ ｌettｅrs, A—Ｅ.Ｗhｉｃh ＴWO oｆ tｈe folｌowｉnｇ are offｅred free of charge ａt Shore　Lane　Hｅａltｈ　Ｃeｎtｒe?A　 　acupunctｕreＢ emploｙment　mｅdicalsC sporｔs iｎjｕry theｒａpyD travel adviｃeE　　 vaccinａtiｏnsQuｅｓtｉoｎs 7—1０Coｍplete ｔhe tａbｌe　ｂelｏw.Wrｉtｅ　NO MＯRE THAN TＷO WORDＳ AND/OR A NUMBEＲ for　eａｃh　answer.Taｌｋｓ for patｉents at　Shoｒe Lanｅ Heａth　CeｎｔreＳｕbjeｃt oｆ　tａlkDatｅ/TｉｍeLocａtionNotesGｉving up ｓｍoｋiｎg２５th　Feｂruaｒy　aｔ 7pmroom 4useful foｒ　ｐeople　wiｔh astｈma or 7_____ ｐroｂleｍsＨeａlｔhy eatｉng1ｓt Mａrcｈ　aｔ 5ｐmthｅ 8 ＿＿＿____ （Sｈore Ｌaｎe)aｎyoｎｅ wｅlcomeAvoiｄiｎｇ　ｉnｊuries duｒing eｘerｃise9tｈ Marcｈ at ９ _______rooｍ 6ｆoｒ all 10 ＿__＿__＿SEＣＴION 2 　 　 　 Ｑuestiｏns 11—2０Quｅstiｏｎs　11—１3Laｂｅl thｅ diagram　belｏw．Ｃhooｓe THREE anｓｗerｓ　fｒoｍ the ｂｏｘ and　wｒite　ｔhe　coｒrect letter， A—E,　nexｔ to　questｉons 1１—１3.A electriｃity iｎdiｃatｏrＢ 　oｎ/ofｆ ｓwｉtchC resｅt buttonD　 time cｏntrｏlE　　warnｉng indｉcａtorWａteｒ ＨｅaterCｅntrａl heatｉng radｉatoｒs11__＿___＿12__＿_＿＿＿Hｏt water13＿＿_____Ｑｕestionｓ 14—１8Wｈere　can ｅach ｏｆ　the　foｌlowｉng ｉtemｓ be　found?Cｈoｏse FIＶE ansｗeｒs ｆroｍ tｈe bｏx and　wｒiｔｅ ｔｈｅ cｏrrｅct lｅtter, Ａ—G， ｎexｔ tｏ quｅstions　1４—18.LoｃationｓAﻩｉn　box　on washiｎg machineＢﻩin cｕpboard oｎ　lａnｄinｇCﻩin　cｈesｔ of ｄｒaｗｅｒsD next tｏ window　ｉｎ livinｇ roomＥﻩoｎ sheｌf by back doorFﻩｏn toｐ of tｅｌeｖｉｓionG under kｉtｃhen siｎk14ﻩpillowsﻩ 　 　 　　_＿＿＿＿_１5ﻩwashiｎg powder __＿___16ﻩkeｙ 　 　 　 　__＿＿＿_17 ligｈt bulbｓﻩ 　 ______18　　　 ｍap 　 　 　　 　 　_____＿Quesｔioｎs 1９　ａnd　20Comｐlete ｔｈe nｏtｅs below.Wｒite OＮＥ WORＤ AＮD／ＯＲ A　ＮUMＢER fｏr eaｃh answer.Tｈｅ ｂeｓt plａce　to park iｎ toｗｎ—next to　tｈe　ｓtatioｎPhone numｂｅr ｆor tａkeawａｙ　ｐizzas —19______Ｒａｉlway museｕm　closed oｎ　20 __＿＿__SECTＩON 3 　 　 　Queｓtionｓ 21—3０Ｑuestions ２1 and 22Chｏoｓe the cｏｒｒect　letter，　A, B, ｏr　Ｃ.２1　 　 In hｅr　hoｍe ｃountｒｙ, Ｋirａ ｈadA compｌeｔed a coｕｒse.B 　done ｔwｏ yeａｒｓ of ａ course.C 　 foｕnｄ her　cｏurse difｆicuｌt.22 Ｔo sucｃｅeｄ　wｉth aｓsignments,　Kira　had tｏＡ 　read　fasｔer.Bﻩ wｒite faster．C 　ｃｈanｇe her wａy ｏf thinkiｎg．Qｕesｔioｎs　23—25Coｍｐlete thｅ sｅntences below.Writｅ ONE　WＯRＤ ONLY　for eacｈ answeｒ．23 　 Kira saｙs that ｌｅcturerｓ ａrｅ eaｓier tｏ　_____＿ ｔhan　in ｈer hoｍe ｃｏunｔrｙ．2４ Ｐaul sugｇestｓ ｔhaｔ Kira maｙ bｅ morｅ ____＿＿　thaｎ ｗhen　sｈe waｓ ｓtudyinｇ bｅfoｒe．2５ 　 　Kirａ ｓayｓ　that studeｎts want to　disｃｕsｓ thingｓ thaｔ woｒry them　or that ______ them ｖｅry much.Qｕｅstｉonｓ ２6—30Aｎsｗer　ｔｈe　quesｔiｏnｓ beｌｏw．Ｗrｉte ＮO　MORE　THＡＮ TＨREE WORDS AND/OＲ A NＵMBER for eaｃh aｎｓweｒ.26ﻩＨow ｄid ｔhe students dｏ their　practｉcal sｅｓｓｉons？ 　__＿＿_______＿__＿___＿____＿_＿_____________27 In the sｅcond ｓemestｅr ｈow often did Kiｒa work　in a hｏｓpｉtal？　 ＿__＿＿__＿_＿＿________＿___＿＿__＿___＿_＿___＿＿28 　How　ｍｕch fｕlｌ-time worｋ diｄ Kira　do durinｇ the ｙｅar？　　___＿_＿_______＿_＿_＿＿＿__＿__＿______＿_____＿2９ 　 Havｉng ｃompletｅｄ tｈe year, hoｗ does Kｉｒa feｅl?　 _＿____＿____＿___＿__＿_＿_____＿__＿_＿___＿__＿３0　 　 　 In　adｄition to tｈe ｌanguage,　whaｔ dｏ　overｓeａs ｓtｕdｅnts　neeｄ to become　ｆamｉｌiaｒ witｈ?_____＿_＿____＿__＿＿_＿____＿_＿____＿___＿____ＳEＣTＩOＮ 4　　 　 　　　 　 Qｕesｔｉoｎs　3１—４0Quesｔioｎs　31—３6Chｏose the coｒreｃｔ letｔｅｒ, Ａ, B oｒ C.　Wildｌife in ｃｉty　garｄｅnｓ31 　Ｗｈaｔ leｄ　the　group to cｈooｓe ｔhｅir toｐic?Aﻩ They weｒe concerned ａbout the decline of onｅ spｅcies．Bﻩ 　Tｈey　wｅre interested in thｅ ｅffects of cｉty　ｇroｗth．C Theｙ wａｎtｅd to　investiｇate a ｒecｅｎt phｅｎomｅｎｏｎ.32 　 The ｅxact　proｐｏrtion of lanｄ devoted to privatｅ　gardens wａs confirmｅd bｙ A coｎsulting sｏｍe　official dｏcuｍenｔs．Ｂ tａｋｉng large－scａｌe pｈotos．C 　　 disｃｕｓｓｉｏns witｈ ｔoｗn surｖｅyors.33　 　Tｈe group ａsked　garｄen　oｗｎers toＡﻩ 　ｔａｋe parｔ in fｏｒmaｌ iｎｔerｖｉews.B keep ａ recｏrd　ｏf animalｓ thｅy　ｓaw.Ｃ geｔ in　ｃonｔaｃt wｈｅn they ｓaw　a rare spｅcｉes.３4 　 The grｏup　mａｄe tｈeiｒ observaｔions in　gardｅｎsA　 which hａd a large ｎumｂer of aniｍal ｓｐｅcies.B whｉｃh　thｅｙ　ｃｏnsidｅｒeｄ to be represｅntaｔive.Cﻩ which had ｓtablｅ pｏｐulatｉｏｎs oｆ rarｅ ａｎimａlｓ.３5　 　 The　gｒoup ｄid exteｎｓive reading onA ｗiｌdliｆe problems in ruraｌ　areaｓ.Ｂ urｂａｎ animal pｏpｕｌations.C　 cuｒrｅｎt　gａrdeniｎg practｉｃes.３6ﻩThe ｓpeaｋｅr　fｏcｕses　on　three aniｍal ｓpｅciｅｓ　becａｕseA 　a　lot of ｄata ｈａs ｂeeｎ ｏbtaｉned　abｏut　ｔhem.Ｂ 　　thｅ gｒoup ｗere　most iｎterｅsｔed　in tｈeｍ.C 　thｅｙ best ｉnｄicatｅｄ geneｒａl ｔreｎｄs.Questions 37—４０Compｌｅtｅ the tabｌe bｅlｏw.Wｒitｅ ＯNE WORD ONLY for eaｃh　aｎswer.AｎｉｍaｌsReasｏn foｒ poｐuｌation　increaｓe in gaｒｄensComｍents37＿___＿_sｕitable sｔｒetcｈｅs of waｔeｒｍａsｓiｖe　incrｅase in ｕrbａｎ ｐｏpuｌatioｎHedgehogｓsafer from　38　_＿＿____ wheｎ in　ｃitiesｅasy tｏ　39__＿____ them accｕraｔｅlｙＳong thrushes—a ｖariety　fｏr 40 ______　ｔｏ　eat　—ｍore neｓtｉnｇ pｌaｃes availａblelaｒge ｓurvey staｒting soonREADＩＮＧＲＥADＩNG ＰASSAGE 1Yoｕ ｓhould spenｄ　ａbout 20　ｍinuｔｅs on Queｓtions 1—１3,　ｗhich ａｒe　based ｏｎ Reading Ｐasｓagｅ 1 below.Ｔhｅ liｆe　anｄ work　of Ｍaｒie CｕｒiｅMarie Ｃuｒｉe is probaｂly 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 ｓole　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， ｓhｅ then　had tｏ taｋe work ａs a teａcheｒ. Ｆoｒｍ　hｅｒ earningｓ　she ｗａs ａｂlｅ ｔo finａnce heｒ sister　Broｎiａ’s 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 Ｓoｒｂonne (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 tｈaｔ　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 Bｅcquｅｒel’s　discovｅry in　1８96　oｆ　a　nｅw pheｎｏmenon, wｈich　Marｉｅ latｅr cａlｌed　‘radioacｔiｖｉｔy’, Marie Curｉｅ decidｅｄ to find oｕt if　thｅ　rａdioactivitｙ dｉｓcovｅreｄ in ｕranｉum wａｓ　ｔo be ｆouｎd in oｔhｅr eleｍentｓ. Sｈｅ　disｃｏveｒｅd that tｈis ｗas ｔruｅ fｏｒ thoriｕm．Turｉng 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　ｔhe 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 physicａl 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 Curie’s pupｉｌｓ. Baｓed ｏn thｅ ｒesulｔs　ｏf tｈiｓ reseaｒch,　Maｒie Curｉｅ received ｈｅr Dｏｃtｏrate　ｏf Scieｎｃe, aｎd iｎ 19０3 Maｒie ａnd Ｐieｒre　shared with Becqｕｅｒel the　Ｎoｂｅl Pｒｉzｅ ｆｏr Phyｓｉcｓ for the diｓcovｅｒy ｏf radｉoactiｖitｙ．Tｈe ｂirtｈs ｏf Marie’ｓ ｔwo　daｕｇhters， lrèｎe　anｄ Eve, in 1８97　aｎｄ　1９04 failed to　inｔｅrrupｔ her scientifiｃ　wｏrk. She was apｐoinｔeｄ　ｌecｔurer ｉn physiｃs at ｔhe　Ecole　Normale Ｓupérieｕre foｒ girls ｉn　Sèｖres, Fraｎce (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： henｃeｆorｔｈ　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 husband’s deatｈ， becominｇ ｔhe fｉrst wｏｍan to teａcｈ at thｅ　Sｏrbonnｅ．　Iｎ １911 she　was ａwａrded the Noble Prｉze for Chemｉsｔry　ｆｏr ｔhe　isoｌａｔiｏn ｏf　a ｐure form　of ｒadiｕm.Ｄｕrｉnｇ Worｌd War I, Maｒie　Ｃｕrｉe,　with　the help of　hｅr　daughｔer　Irèｎe, 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 ｓｏldiｅrs. In １9１８ the Rａｄium　Institutｅ, wｈose sｔａff Iｒène 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 ｓubstances　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　Ｃｚecｈoｓlovａkia 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 Cｕre’s ouｔstaｎding ａchiｅｖemｅｎtｓ　ｗas tｏ　haｖe uｎｄerｓtoｏd ｔhｅ need tｏ accumｕlaｔｅ 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. Tｈis　ｗｏrk ｐrepaｒed ｔｈe way foｒ thｅ　discｏveｒy　of　ｔhe neuｔron　ｂy Ｓｉｒ Jａmｅｓ Ｃhａdwicｋ　aｎｄ , aｂove　ａｌl, ｆoｒ　the　discoｖerｙ in １934 ｂｙ　lrènｅ anｄ　Ｆréｄéric 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 had 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 influence　ｏn subseｑuent geneｒａｔionｓ of ｎucleａｒ physicists aｎd ｃｈeｍistｓ.Qｕeｓｔioｎs　１—6Dｏ　tｈe fｏllｏwinｇ stateｍenｔs ａgrｅｅ　witｈ　ｔhe　infｏrｍａtioｎ given　in Rｅadinｇ　Paｓsａge 1?　In　bｏxes 1—6 on youｒ aｎswer sheeｔ, writeTＲUEﻩ　 　 　 if tｈe staｔｅment agｒｅeｓ ｗith ｔｈe ｉnｆormaｔｉonFALSEﻩ 　 ｉｆ ｔhｅ statｅment contｒａdicts the　inｆoｒmａtionNOT GIVEN ｉf therｅ iｓ nｏ　iｎforｍatｉｏｎ ｏn tｈiｓ1　 Maｒie Curie’s hｕsband waｓ　a joｉnt ｗinner oｆ ｂoth Maｒie’s Nｏｂｅl Prizeｓ.２　 Mariｅ beｃａme iｎterestｅd iｎ sciｅnce　wｈｅn　sｈe wａs ａ ｃhｉｌd.3 　　Marie waｓ able tｏ attｅｎd　the Sorｂoｎnｅ　bｅcause of　ｈeｒ sistｅr’ｓ　ｆiｎancial contribｕｔioｎ.4 Marie stopped ｄｏing reｓearch for seｖｅraｌ ｙeaｒs ｗｈen her cｈildreｎ　weｒe ｂorｎ.5 Marｉｅ tooｋ over tｈｅ teaching　ｐｏｓitｉon ｈer hｕsbaｎｄ had　held．6 　 Ｍａrie’s sister Bｒonｉa　studied thｅ medical uses of radioactiｖity．Queｓtｉons　7—１3Coｍpleｔe ｔhe notes below.Chooｓe OＮE WＯRD ｆroｍ　the passagｅ for eaｃh answｅr.Ｗrite yｏur answｅrs in boxｅs ７—１3 on ｙour ａnswｅｒ shｅｅt.Marie Ｃurｉe’s research on radｉｏacｔivityl Wｈen urａnium wａｓ　discｏveｒｅd to ｂe ｒadioaｃtivｅ,　Maｒｉe　Curie　ｆouｎd tｈat ｔhe ｅlement ｃallｅd 7_＿____　hａｄ tｈe saｍe ｐｒｏperty.l Marie and　Ｐiｅrｒe Cｕｒｉe’s　reseａrch ｉntｏ　the rａdiｏａcｔｉvity oｆ　ｔhe minｅral knoｗn as　8_______ ｌed to the ｄｉｓｃｏvｅｒｙ of tｗo eleｍents．l Ｉn １911, Ｍaｒie Curiｅ　received ｒecogｎｉtion for hｅr　work on　ｔｈe erlemｅｎｔ　9_＿＿_＿__l Marie and　ｌｒène Curie devｅlｏｐｅd X－radiｏｇｒaphy whｉcｈ　was usｅd aｓ a medicaｌ techniｑｕe ｆor １０ __＿_＿＿l Maｒiｅ　Ｃurie　ｓaｗ the impｏrtancｅ　oｆ colleｃtiｎg　ｒadioactivｅ maｔeｒial botｈ fｏr reｓeaｒcｈ　ａｎｄ ｆor casｅs oｆ 11 _＿_＿_＿.l The　ｒadioactive ｍaterial sｔocked in　Ｐarｉs contｒibｕted to　thｅ ｄiscｏvｅrｉes in the 1９30ｓ　of thｅ 1２ __＿___ and of ｗｈat was　know as artifｉcｉａｌ radioactivitｙ.l Dｕrｉng　ｈer rｅｓeａｒch, Ｍarｉe Ｃuｒie　waｓ　ｅxpoｓed to radｉation　anｄ as a resulｔ　ｓhe sｕfferｅd ｆｒom　13 ＿＿__＿_.READINＧ ＰＡSSAGE 2Yｏu ｓhould spenｄ ａbｏut　２0　mｉnｕtes on Ｑｕｅｓtｉoｎs １4—２６ whｉch aｎd based　ｏn　Reａdｉng Paｓsaｇe 2 ｂelｏw.Yoｕｎｇ　ｃｈiｌdren’s　sense of identｉtyA. 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 inｔroduｃｅd 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 chilｄ’s firsｔ stｅp on　the ｒｏａd to　self-unｄerｓtａｎdiｎg ｃaｎ　ｂe sｅｅn ａs　the　recognitiｏn tｈat　he 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 oｎｅ’s own ageｎｃy (i.3.　oｎe’s ｐoweｒ to act), ａnd　ａn awarenｅsｓ of　ｏnｅ’s diｓtinctiｖeness from oｔｈｅr peｏｐle. Ｔhesｅ fｅaｔures ｇrａｄuallｙ　ｅmeｒge aｓ ｉｎfants　ｅxplore　theｉr worｌd aｎd　ｉnteｒact ｗith ｃaregiveｒs.　Ｃoｏley （１9０３) 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 ｉｎfaｎｔ’ｓ　ａｔtemｐts to control ｐｈysｉcａl objects， sｕch ａs toys or his or ｈer own liｍｂｓ. This　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 parents　spｅnd ma lot oｆ tｉme,　pａｒｔｉcularly iｎ the ｅarly　months, cｏpyiｎg theｉr infａnｔ’s 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 as 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 form　other peoｐle. Ｔhis is　bｅcaｕsｅ ｔhey, and ｏｎlｙ they, 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　chｉld’ｓ underｓtａｎｄinｇ 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　children 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’. This　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, shyｎeｓs,　sporｔiｎg　ａbiｌity).F. Cｏoley aｎd otheｒ resｅarｃherｓ suggesteｄ a cloｓe connectiｏn between a persoｎ’s ｏｗｎ　underｓtａnding　of ｔhｅir　idｅntity anｄ oｔhｅr peoｐle’s 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 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 it 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.　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 whaｔ 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 eｘpｒessiｏnｓ of ｓelf－awarｅnｅsｓ　in gｅnｅrａl can ｂｅ seen in ｔｈe diｓplays of　ｒage ｗhiｃh arｅ moｓｔ coｍmon frｏｍ 18 ｍoｎthｓ to　3yｅａrsｓ 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 sｈarply ｂetwｅen　the　ages of 1 and　2 yｅars．　Often，　the ｃhildrｅn’s 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 ｓocieties, ｔhｅ lｉnk ｂｅtwｅen　ｔhe sｅnse　of ‘self’anｄ of ‘oｗnersｈiｐ’is　ａ noｔａblｅ fｅature of cｈiｌｄhood ｉn Weｓtern socieｔiｅs.Quｅstｉons　１4—19Ｒeading Ｐassａge 2 has eigｈt　pａragraphｓ,　A—H.Which parａｇrａph　cｏntainｓ ｔhe follｏwing iｎｆｏｒmａtion？Write the　cｏｒｒect letter, Ａ—H, iｎ　ｂoxes　１４—19 oｎ your ａnｓwer sheet.NBﻩYou　mａy uｓe anｙ letter more ｔhａn　ｏnｃe．14 an aｃcount　of the　mｅtｈod uｓeｄ by ｒｅseａｒcｈers　ｉn a pａrｔicｕｌａr　sｔｕｄy1５ tｈｅ rolｅ ｏf imitaｔion in developiｎg a seｎse　of identｉty16 thｅ age　at whiｃh ｃhilｄren ｃａn ｕsually iｄenｔｉｆy a stａtic image　oｆ　themselveｓ17　a rｅasｏn for the lｉmiｔaｔｉｏns oｆ　sｃienｔifｉc　reｓeａrcｈ iｎto ‘self－as-ｓｕbｊｅcｔ’18　reｆerence to a possｉble　ｌiｎk beｔｗeen culture and　a particuｌar fｏｒm of　beｈａvｉoｕr19 ｅxamples of　tｈe widｅ　range of fｅａtｕres　tｈａt cｏntｒiｂute ｔｏ tｈe sｅnse oｆ ‘ｓelf-ａs－objｅct’Ｑueｓtiｏｎs 20—23Lｏｏｋ at　the　ｆollｏｗiｎg　ｆｉｎdｉngｓ (Quｅstionｓ ２0—23) anｄ　ｔhe　liｓt　ｏｆ reseａrcｈerｓ below.Mａtｃh　eaｃh　ｆinｄiｎg with ｔhe corrｅcｔ rｅｓeａrcher oｒ ｒeseaｒchｅrs, Ａ—Ｅ.Ｗrite tｈe　cｏrreｃt lｅｔter,　A—E， ｉn ｂoxｅｓ 20—2３ ｏｎ yｏur aｎswｅr sheｅt.2０ A sｅnse ｏf idｅntiｔy can ｎevｅｒ　be　foｒmed　withoｕｔ　ｒｅｌationｓhipｓ wｉtｈ otｈer peoplｅ.21　A cｈilｄ’s ａｗareness ｏf　ｓelｆ iｓ　reｌａted ｔo a　ｓenｓe of masterｙ　over ｔhings ａｎd ｐｅopｌe．２２ At a certａｉn age, chｉldｒen’s sense ｏf iｄeｎｔiｔy lｅads ｔo　ａｇgｒessive behａviour.2３ Observiｎg tｈｅｉr　own ｒｅflｅction contriｂuｔes to cｈｉldreｎ’ｓ self ａｗarenｅss.Ｌist of ReseａrcheｒsAﻩJames B CoｏleyC Lewis and Ｂrｏｏks-ＧunｎＤ ＭeaｄEﻩBroｎsonQuestions　2４—２６Cｏｍplete tｈe ｓuｍｍary bｅlow．Chooｓｅ　ONE WOＲD ＯＮLＹ　from thｅ ｐａsｓagｅ　foｒ　eacｈ answｅr．Wriｔe　your　aｎｓwｅrs　iｎ boxes ２4—2６ ｏn yoｕr aｎｓｗeｒs sheｅt.Ｈow ｃｈildｒeｎ aｃquirｅ a sense of ｉdentityFiｒsｔ, cｈiｌdren coｍe tｏ realｉｚｅ tｈａｔ　ｔhｅｙ　can have an effect on　the wｏrｌd aｒoｕnｄ them,Foｒ　eｘamｐle bｙ handliｎｇ ob。