雅思阅读真题题源-人文1.1 children's development language takes on new significance
雅思阅读考题回顾
雅思A类阅读考题回顾（第二季度）Passage 2 资料考证来源于维基百科/wiki/SS_Great_Eastern After repairs, she plied for several years as a passenger liner between Britain and America, before being conv erted to a cable-laying ship and laying the first lasting”Brunel worked for several years as assistant engineer on the project to create a tunn el under London's River Thames 题目配对tunnel under river Thames -- which Brune was not responsible for itThough ultimately unsuccessful, another of Brunel's interesting use of technical inno vations was the atmospheric railway 配对建成不久就停止运营那项吧Great Eastern was designed to cruise non-stop from London to Sydney and back (s ince engineers of the time misunderstood that Australia had no coal reserves), and she remained the largest ship built until the turn of the century. Like many of Brunel's am bitious projects, the ship soon ran over budget and behind schedule in the faceof a series of technical problems.great eastern 配对建设推迟了很对次和财务上不成功我配了两个Great Britain is considered the first modern ship, being built of metal rather than wood, powered by an engine rather than wind or oars, and driven by propeller rather than paddle wheel. 配对成为广泛认可的标准忘了这个是不是第一题的段落包含信息题了其他记不住了有个火车站什么的配对Brunel 影响了反对者这个乱配的Passage 3According to science fiction writer Robert A. Heinlein, "a handy short definition of almost all science fiction might read: realistic speculation about possible future events, based solidly on ade quate knowledge of the real world, past and present, and on a thorough understanding of the na ture and significance of the scientific method."Vladimir Nabokov argued that if we were rigorous with our definitions, Shakespeare's play Th e Tempest would have to be termed science fiction.Y/N/NG 第一题就纠结了题目是科幻小说很难下定义文中不是两种观点都有么但是自己答的Y 然后信息配对有一道是The Moon Is a Harsh Mistress is a 1966 science fiction novel by A merican writer Robert A. Heinlein, about a lunar colony's revolt against rule from Earth. 这门书貌似是配对它成功预测了人类登月Academic Reading 04/09/2010（，等考区）雅思阅读真题题源9.4号《九分达人》迷失的城CAMEL allows archaeologists to survey ancient cities without digging in the dirt, disturbing sitesLike a dromedary that cantravel a long distancewithout taking a drink ofwater, the OrientalInstitute’s CAMEL computerproject can traverse vast distances of ancient andmodern space withoutpausing for the usualrefreshment known best by archaeologists —digging in the soil. CAMEL (the Center forAncient Middle Eastern Landscapes) is at the leading edge of archaeology because of what it does not do and what it can do. First, it does not actually excavate. For a science based on the destructive removal of buried artifacts and an examination of them for meaning, CAMEL works in quite the opposite way: it aims to survey ancient sites and disturb them as little as possible.What CAMEL can do however, is remarkable. It organizes maps, aerial photography, satellite images and other data into one place, allowing archaeologists to see how ancient trade routes developed and to prepare simulations of how people may have interacted, given the limitations of their space, the availability of resources and the organization of their cities.CAMEL provides the wonderful opportunity “to see beyond the horizon,” said Scott Branting, Director of the project.Branting oversees the CAMEL project from a second-floor computer lab at the Oriental Institute. As he walks around, he shows off the dozen PCs that form the nucleus of the project, which invites faculty and students to pore through electronic images from throughout the Middle East. “;“The Near Eastern area is defined for the purposes of our collections as an enormous box stretching from Greece on the west to Afghanistan on the east, from the middle of the Black Sea on the north to the horn of Africa on the south,” he said as he turned on a computer to summon an image from the area.Up popped an aerial surveillance photograph taken for defense purposes during the Cold War. The image showed mounds on the surface of the steppe regions of modern Iraq, sites that are among the hundreds unexplored there Overlying aerial photographs show the ancient city wall at Kerkenes Dag in Turkey.that are potentially valuable sites for future excavation when archaeologists can safely return.“Because these images are images from the 1950s and 1960s, they show a terrain much different from what exists today,” he explained. Fields have covered much of the formally barren areas of the Middle East as irrigation has expanded farming. Sites that show up as mounds in photographs may today be leveled and hard to recognize. Some of the ancient material they contain, however, is still buried deep below the surface.Besides the aerial surveillance photographs, the collection includes some photographs taken by small planes in the early days of aerial photography.James Henry Breasted, founder of the Oriental Institute, was an early pioneer in the field and began taking photographs from a plane over sites in Egypt in 1920. Some of his early shots are a bit shaky, though, as he also experienced air sickness during that path-breaking effort.When the Oriental Institute launched an excavation in the 1930s at Persepolis in Iran, the art of aerial photography had progressed greatly, and stunning pictures of the ancient Persian capital helped demonstrate the scope of the city in a way nothing else could. Some of those photographs are on the walls of the Persian Gallery of the Museum of the Oriental Institute, and others are part of the CAMEL database.Oriental Institute scholars also used balloons rigged with cameras to catch overall shots of excavation sites.In addition to the aerial photographs, the collection also includes shots taken by NASA, Digital Globe and other organizations from satellites.Branting is in Turkey this summer working on a site that shows the value of nondestructive techniques such as those developed at CAMEL. He has been studying the ancient and mysterious city of Kerkenes Dag in central Turkey.The city, surrounded by a wall, is a square mile, huge by ancient standards, and is the largest preclassical site in Anatolia, the name for the ancient region that now includes Turkey. The city is about 30 miles from Hattusa, the capital of the ancient Hittite Empire.Although the city was an Iron Age site and was planned and built by powerful leaders capable of controlling a large work force, it is uncertain who held that power. Early scholars had speculated it may have been a rival to the Hittites, but a research team from the Oriental Instituteestablished in 1928 that the city was built sometime after the fall of the Hittites in about 1180 B.C.Geoffrey Summers of the Middle East Technical University in Ankara directed a new dig at the site beginning in 1993. Branting joined the project in 1995 as an Oriental Institute graduate student. Researchers from the Middle East Technical University and the Oriental Institute then joined efforts to work on the project together.From the beginning of the latest work at Kerkenes Dag, archaeologists have used nondestructive techniques to learn more about the site. Random trench work would probably not turn up much more information than was recovered in the 1928 Oriental Institute excavation, scholars have contended.“By employing a range of observational and remote sensing techniques across the entire area of the city, we have been able to fill in the blank spaces on an earlier map made by the Oriental Institute,” Branting said. The work, which includes the techniques used at CAMEL to map accurately a site with photographs, provided archaeologists a chance to work with a high degree of precision once digging began. Currently, another season of excavation is underway.“Since so much can be seen on the surface at Kerkenes Dag, this has proved to be a very effective technique,” Branting said.Global Positioning System technology has allowed scholars to record the minute topography of the entire ground surface within the site. “Never before in archaeology has this technique been undertaken on such a grand scale. The terrain model is the basis for ongoing work to produce a virtual reconstruction of the entire city, neighborhood by neighborhood, building by building,” he said.By using the techniques, the team was able to locate the gateway of the palace complex and find the first fragmentary inscriptions and reliefs to be recovered at the site. They have been able to date the site to the mid- to late-seventh century through the mid-sixth century B.C.Scholars believe the city may have been one referred to by Herodotus as Pteria, which was conquered by the Lydian King Croesus in a failed effort to block the advance of the Persian Empire.“If the equation of Kerkenes Dag with Pteria holds true, then we can even more precisely date the massive destruction of the city to around 547 B.C. and begin to underst and something of its international importance,” Branting said雅思阅读真题题源9.4号《九分达人》-----消费DematerializationUntil recently the role of consumption as a driving force for environmental change has not been widely explored. This may be due in part to the difficulty of collecting suitable data. The present chapter approaches the consumption of materials from the perspective of the forces for materialization or dematerialization of industrial products beyond the underlying and obviously very powerful forces of economic and population growth. Examination can occur on both the unit and the aggregate level of materials consumption. Such study may make it possible to assess current streams of materials use and, based on environmental implications, may suggest directions for future materials policy.The word dematerialization is often broadly used to characterize the decline over time in weight of the materials used in industrial end products. One may also speak of dematerialization in terms of the decline in “embedded energy” in industrial products. Colombo (1988) has speculated that dematerialization is the logical outcome of an advanced economy in which material needs are substantially satiated.1Williams et al. (1987) have explored relationships between materials use and affluence in the United States. Perhaps we should first ask the question: Is dematerialization taking place? The answer depends, above all, on how dematerialization is defined. The question is particularly of interest from an environmental point of view, because the use of less material could translate into smaller quantities of waste generated at both the production and the consumption phases of the economic process.But less is not necessarily less from an environmental point of view. If smaller and lighter products are also inferior in quality, then more units would be produced, and the net result could be a greater amount of waste generated in both production and consumption. From an environmental viewpoint, therefore, (de)materialization should perhaps be defined as the change in the amount of waste generated per unit of industrial products. On the basis of such a definition, and taking into account overall production and consumption, we have attempted to examine the question of whether dematerialization is occurring. Our goal is not to answer definitively the question whether society is dematerializing but rather to establish a framework for analysis to address this overall question and to indicate some of the interesting and useful directions for study. We have examined a number of examples even though the data are not complete.Undoubtedly, many industrial products have become lighter and smaller with time. Cars, dwelling units, television sets, clothes pressing irons,and calculators are but a few examples. There is, of course, usually a lower bound regarding how small objects such as appliances can be made and still be compatible with the physical dimensions and limitations of human beings (who are themselves becoming larger), as well as with the tasks to be performed.2 Apart from such boundary conditions on size and possibly weight of many industrial product units, dematerialization of units of products is perceived to be occurring.An important question is how far one could drive dematerialization. For example, for the automobile, how is real world safety related to its mass? In a recent study, Evans (1985) found that, given a single-car crash, the unbelted driver of a car weighing about 2,000 pounds is about 2.6 times as likely to be killed as is the unbelted driver of an approximately 4,000-pound car. The relative disadvantage of the smaller car is essentially the same when the corresponding comparison is made for belted drivers. For two-car crashes it was found that the driver of a 2,000-pound car crashing into another 2,000-pound car is about 2.0 times as likely to be injured seriously or fatally as is the driver of a 4,000-pound car crashing into another 4,000-pound car. These results suggest one of the reasons that dematerialization by itself will not be a sufficient criterion for social choice about product design. If the product cannot be practically or safely reduced beyond a certain point, can the service provided by the product be provided in a way that demands less material? lb return to the case of transportation, substituting telecommunications for transportation might be a dematerializer, but we have no data on the relative materials demand for the communications infrastructure versus the transportation infrastructure to meet a given need. In any case, demands for communication and transportation appear to increase in tandem, as complementary goods rather than as substitutes for one another.It is interesting to inquire into dematerialization in the world of miniaturization, not only the world of large objects. In the computer industry, for example, silicon wafers are increasing in size to reduce material losses in cutting. This is understandable if one considers that approximately 400 acres of silicon wafer material are used per year by IBM Corporation at a cost of about $100 million per acre. A processed wafer costs approximately $800, and the increase in total wafer area per year is about 10-15 percent. Although silicon wafers do not present a waste disposal problem from the point of view of volume, they are environmentally important because their manufacture involves the handling of hazardous chemicals. They are also interesting as an example of how the production volume of an aggressive new technology tends to grow because of popularity in the market. Moreover, many rather large plastic and metal boxes are required to enclose and keep cool the microchips madewith the wafers, even as the world's entire annual chip production might compactly fit inside one 747 jumbo jet. Thus, such new industries may tend to be simultaneously both friends and foes of dematerialization.The production of smaller and lighter toasters, irons, television sets, and other devices in some instances may result in lower-quality products and an increased consumer attitude to ”replace rather than repair.” In these instances, the number of units produced may have increased. Although dematerialization may be the case on a per-unit basis, the increasing number of units produced can cause an overall trend toward materialization with time. As an example, the apparent consumption of shoes, which seem increasingly difficult to repair, has risen markedly in the United States since the 1970s, with about 1.1 billion pairs of nonrubber shoes purchased in 1985, compared with 730 million pairs as recently as 1981 (Table 1).In contrast, improvements in quality generally result in dematerialization, as has been the case for tires. The total tire production in the United States has risen over time (Figure 1), following from general increases in both the number of registered vehicles and the total miles of travel. However, the number of tires per million vehicle miles of travel has declined (Figure 2). Such a decline in tire wear can be attributed to improved tire quality, which results directly in a decrease in the quantity of solid waste due to discarded tires. For example, a tire designed to have a service life of 100,000 miles could reduce solid waste from tires by 60-75 percent (Westerman, 1978). Other effective tire waste reduction strategies include tire retreading and recycling, as well as the use of discarded tires as vulcanized rubber particles in roadway asphalt mixes.Dematerialization of unit products affects, and is influenced by, a number of factors besides product quality. These include ease of manufacturing, production cost, size and complexity of the product, whether the product is to be repaired or replaced, and the amount of waste to be generated and processed. These factors influence one another as well (Figure 3). For example, the ease of manufacture of a particular product in smaller and lighter units may result in lower production cost and cheaper products of lower quality, which will be replaced rather than repaired on breaking down. Although a smaller amount of waste will be generated on a per-unit basis, more units will be produced and disposed of, and there may be an overall increase in waste generation at both the production and the consumption ends.Another factor of interest on the production end is scale. One would expect so-called economies of scale in production to lead to a set of facilities that embody less material for a given output. Does having fewer, largerplants in fact involve significantly less use of material (or space) than having more, smaller ones? At the level of the individual product, the shift from mainframe computers to personal computers, driven by desires for local independence and convenience, may also be in the direction of materialization.Among socioeconomic factors influencing society's demand for Mate- are the nature of various activities, composition of the work force, and income levels. For example, as a predominantly agricultural society evolves toward industrialization, demand for materials increases, whereas the transition from an industrial to a service society might bring about a decline in the use of materials. Within a given culture, to what extent are materials use and waste generation increasing functions of income?The spatial dispersion of population is a potential materializer. Migration from urban to suburban areas, often driven by affluence, requires more roads, more single-unit dwellings, and more automobiles with a consequent significant expansion in the use of materials. The movement from large, extended families sharing one dwelling to smaller, nuclear families may be regarded as a materializer if every household unit occupies a separate dwelling. Factors such as photocopying, photography, advertising, poor quality, high cost of repair, and wealth generally force materialization. Technological innovation, especially product innovation, may also tend to force materialization, at least in the short run. For example, microwave ovens, which are smaller than old-fashioned ovens, have now been acquired by most American households. However, they have come largely as an addition to, not a substitute for, previous cooking appliances. In the long term, if microwave ovens truly replace older ovens, this innovation may come to be regarded as a dematerializer. National security and war, styles and fashions, and fads may also function as materializers by accelerating production and consumption. Demand for health and fitness, local mobility, and travel may spur materialization in other ways.The societal driving forces behind dematerialization are, at best, diverse and contradictory. However, the result may indeed be a clear trend in materialization or dematerialization. This could be determined only through collection and analysis of data on the use of basic materials with time, particularly for industry and especially for products with the greatest materials demand. Basic materials such as metals and alloys (e.g., steel, copper, aluminum), cement, sand, gravel, wood, paper, glass, ceramics, and rubber are among the materials that should be considered. The major products and associated industries that would be interesting to study could well include roads, buildings, automobiles, appliances,pipes (metal, clay, plastic), wires, clothing, newsprint and books, packaging materials, pottery, canned food, and bottled or canned drinks.第一篇：1、达尔文进化论被拿来作鸟的研究拓展，动物多样性保护，是表格题，直接在文中找答案就行了2、T/F/NG。
children's play雅思阅读
Children's Play in Early Childhood Education1. IntroductionChildren's play is an essential aspect of early childhood education. It not only provides opportunities for children to learn and develop various skills, but also contributes to their social, emotional and cognitive development. In this article, we will explore the importance of children's play in early childhood education and discuss its benefits for young children.2. The Importance of Play2.1 Development of Cognitive SkillsPlay provides children with opportunities to explore, experiment and problem solve. Through play, children can develop their cognitive skills such as critical thinking, creativity, and imagination. For example, when children engage in pretend play, they are able to use their imagination to create different scenarios and roles, which in turn enhances their cognitive abilities.2.2 Social and Emotional DevelopmentPlay also plays a crucial role in the social and emotionaldevelopment of young children. When children engage in play activities with their peers, they learn important social skills such as sharing, cooperation, andmunication. Additionally, play allows children to express their emotions and feelings in a safe and supportive environment, which helps them develop emotional resilience and empathy.2.3 Physical DevelopmentPhysical play, such as running, jumping, and climbing, is essential for the physical development of children. It helps them develop their gross and fine motor skills, coordination, and balance. Moreover, physical play promotes a healthy and active lifestyle, which is important for children's overall well-being.3. Types of Play in Early Childhood Education3.1 Sensorimotor PlaySensorimotor play involves activities that engage children's senses and motor skills. This type of play includes activities such as playing with sensory materials (e.g. sand, water, playdough), exploring different textures, and engaging in movement-based activities. Sensorimotor play is important for children's sensory development and helps them make sense of the world aroundthem.3.2 Constructive PlayConstructive play involves activities that allow children to build, create, and manipulate objects. This type of play includes playing with building blocks, puzzles, and other constructive toys. Constructive play promotes children's problem-solving skills, spatial awareness, and creativity.3.3 Dramatic PlayDramatic play, also known as pretend play, is when children engage in role-playing and imaginative activities. This type of play allows children to explore different roles, relationships, and scenarios, which enhances their language and social skills. Dramatic play also helps children make sense of the world and express their thoughts and feelings.3.4 Cooperative PlayCooperative play involves activities in which children work together towards amon goal. This type of play includes games, sports, and collaborative projects. Cooperative play promotes teamwork,munication, and conflict resolution skills, and helps children develop positive social relationships with their peers.4. The Role of Educators in Supporting Children's Play4.1 Creating a Playful EnvironmentEducators play a crucial role in creating a playful and supportive environment for children's play. They can design the physical space to include a variety of play materials and areas for different types of play. Moreover, educators can incorporate open-ended materials that encourage children's creativity and imagination.4.2 Facilitating Play ExperiencesEducators can also facilitate play experiences by observing and interacting with children during play. They can ask open-ended questions, provide scaffolding, and extend children's play through meaningful conversations and interactions. By actively participating in children's play, educators can support children's learning and development.4.3 Valuing Children's PlayIt is important for educators to recognize the value of children's play and its significance in early childhood education. They should advocate for the importance of play andmunicate itsbenefits to parents, policymakers, and other stakeholders. Educators can also create opportunities for family involvement in children's play and encourage parents to support play at home.5. ConclusionIn conclusion, children's play is an integral part of early childhood education and provides numerous benefits for young children. It fosters their cognitive, social, emotional, and physical development, and enables them to explore, learn, and grow. Educators play a vital role in supporting children's play by creating a conducive environment, facilitating play experiences, and advocating for the value of play. By recognizing the importance of children's play, we can ensure that all children have the opportunity to engage in rich and meaningful play experiences that promote their overall well-being and development.。
雅思阅读真题题源-人文1.2 the brith of sicentific english
the brith of sicentific englishWorld science is dominated today by a small number of languages , including Japanese, German and French, but it is English which is probably the most popular global language of science(Introduce the topic: English as the language of science). This is not just because of the importance of English-speaking countries such as the USA in scientific research; the scientists of many non-English-speaking countries find that they need to write their research papers in English to reach a wide international audience. Given the prominence of scientific English today, it may seem surprising that no one really knew how to write science in English before the 17th century. Before that, Latin was regarded as the lingua franca for European intellectuals.麦考瑞雅思The European Renaissance( 指欧洲文艺复兴运动，运动提倡复古，召唤古希腊精神，所以这篇文章是按时间线索写的，Sub-topic: English Renaissance ) (c. 14th-16th century) is sometimes called the 'revival of learning', a time of renewed interest in the 'lost knowledge' of classical times. At the same time, however, scholars also began to test and extend this knowledge. The emergent nation states of Europe developed competitive interests in world exploration and the development of trade. Such expansion, which was to take the English language west to America and east to India, was supported by scientific developments such as the discovery of magnetism (and hence the invention of the compass), improvements in cartography and - perhaps the most important scientific revolution of them all - the new theories of astronomy and the movement of the Earth in relation to the planets and stars, developed by Copernicus (1473-1543).麦考瑞雅思England was one of the first countries where scientists adopted and publicised Copernican ideas with enthusiasm. Some of these scholars, including two with interests in language -John Wall's and John Wilkins - helped Found the Royal Society in 1660 in order to promote empirical scientific research. (这篇文章是谈科技英语的，所以在这里陈述了英国的科学作为铺垫, Sub-topic: Science in England )麦考瑞雅思Across Europe similar academies and societies arose, creating new national traditions of science (开始探讨科学语言的发展) . In the initial stages of the scientific revolution, most publications in the national languages were popular works, encyclopaedias, educational textbooks and translations. Original science was not done in English until the second half of the 17th century. For example, Newton published his mathematical treatise, known as the Principia, in Latin, but published his later work on the properties of light - Opticks - in English.麦考瑞雅思There were several reasons why original science continued to be written in Latin. (一开始占主导的是拉丁语，以下陈述原因)The first was simply a matter of audience . Latin was suitable for an international audience of scholars, whereas English reached a sociallywider, but more local, audience. Hence, popular science was written in English.麦考瑞雅思A second reason for writing in Latin may, perversely, have been a concern for secrecy. Open publication had dangers in putting into the public domain preliminary ideas which had not yet been fully exploited by their 'author' . This growing concern about intellectual properly rights was a feature of the period - it reflected both the humanist notion of the individual, rational scientist who invents and discovers through private intellectual labour, and the growing connection between original science and commercial exploitation. There was something of a social distinction between 'scholars and gentlemen' who understood Latin, and men of trade who lacked a classical education. And in the mid-17th century it was common practice for mathematicians to keep their discoveries and proofs secret, by writing them in cipher, in obscure languages, or in private messages deposited in a sealed box with the Royal Society. Some scientists might have felt more comfortable with Latin precisely because its audience, though inte national, was socially restricted. Doctors clung the most keenly to Latin as an 'insider language'.麦考瑞雅思A third reason why the wriling of original science in English was delayed may have been to do with the linguistic inadequacy of English in the early modern period. English was not well equipped to deal with scientific argument. First, it lacked the necessary technical vocabulary. Second, it lacked the grammatical resources required to represent the world in an objective and impersonal way, and to discuss the relations, such as cause and effect, that might hold between complex and hypothetical entities.麦考瑞雅思Fortunately (指示词，作者在转换话题) , several members of the Royal Society possessed an interest in language and became engaged in various linguistic projects. Although a proposal in 1664 to establish a committee for improving the English language came to little,the society's members did a great deal to foster the publication of science in English (英语开始受到重视) and to encourage the development of a suitable writing style. Many members of the Royal Society also published monographs in English. One of the first was by Robert Hooke, the society's first curator of experiments, who described his experiments with microscopes in Micrographia (1665). This work is largely narrative in style, based on a transcript of oral demonstrations and lectures.麦考瑞雅思In 1665 a new scientific journal, Philosophical Transactions, was inaugurated. (进一步发展，举例子) Perhaps the first international English-language scientific journal, it encouraged a new genre of scientific writing, that of short, focused accounts of particular experiments.The 17th century (近代科学英语的发展) was thus a formative period in the establishment of scientific English. In the following century much of this momentum was lost as German established itself as the leading European language of science. It is estimated that by the end of the 18th century 401 German scientific journals had beenestablished as opposed to 96 inFrance and 50 inEngland. However, in the 19th century scientific English again enjoyed substantial lexical growth as the industrial revolution created the need for new technical vocabulary, and new, specialised, professional societies were instituted to promote and publish in the new disciplines.。
剑桥雅思阅读 children's play
剑桥雅思阅读children's play阅读文章，回答1-4题。
Brick by brick, six-year-old Alice is building a magical kingdom. Imagining fairy-tale turrets and fire-breathing dragons, wicked witches and gallant heroes, she's creating an enchanting world. Although she isn't aware of it, this fantasy is helping her take her first steps towards her capacity for creativity and so it will have important repercussions in her adult life.Minutes later, Alice has abandoned the kingdom in favour of playing schools with her younger brother. When she bosses him around as his 'teacher', she's practising how to regulate her emotions through pretence. Later on, when they tire of this and settle down with a board game, she's learning about the need to follow rules and take turns with a partner.'Play in all its rich variety is one of the highest achievements of the human species,' says Dr David Whitebread from the Faculty of Education at the University of Cambridge, UK. 'It underpins how we develop as intellectual, problem-solving adults and is crucial to our success as a highly adaptable species.'Recognising the importance of play is not new over two millennia ago, the Greek philosopher Plato extolled its virtues as a means of developing skills for adult life, and ideas about play-basedlearning have been developing since the 19th century.But we live in changing times, and White bread is mindful of a worldwide decline in play,pointing out that over half the people in the world now live in cities. The opportunities for free play, which I experienced almost every day of my childhood, are becoming increasingly scarce,' he says. Outdoor play is curtailed by perceptions of risk to do with traffic, as well as parents' increased wish to protect their children from being the victims of crime, and by the emphasis on 'earlier is better which is leading to greater competition in academic learning and schools.International bodies like the United Nations and the European Union have begun to develop policies concerned with children's right to play, and to consider implications for leisure facilities and educational programmes. But what they often lack is the evidence to base policies on.The type of play we are interested in is child-initiated, spontaneous and unpredictable-but, as soon as you ask a five-year-old "to play", then you as the researcher have intervened' explains Dr Sara Baker. 'And we want to know what the long-term impact of play is. It's a real challenge.'Dr Jenny Gibson agrees,pointing out that although some of the steps in the puzzle of how and why play is important have beenlooked at, there is very little data on the impact it has on the child's later life.Now, thanks to the university’s new Centre for Research on Play in Education, Development and Learning (PEDAL), Whitebread, Baker, Gibson and a team of researchers hope to provide evidence on the role played by play in how a child develops.'A strong possibility is that play supports the early development of children's self-control,' explains Baker. 'This is our ability to develop awareness of our own thinking processes —it influences how effectively we go about undertaking challenging activities.' In a study carried out by Baker with toddlers and young pre-schoolers, she found that children with greater self-control solved problems more quickly when exploring an unfamiliar set-up requiring scientific reasoning. 'This sort of evidence makes us think that giving children the chance to play will make them more successful problem-solvers in the long run.'If playful experiences do facilitate this aspect of development, say the researchers, it could be extremely significant for educational practices, because the ability to self-regulate has been shown to be a key predictor of academic performance.Gibson adds: 'Playful behaviour is also an important indicator of healthy social and emotional development. In my previousresearch, l investigated how observing children at play can give us important clues about their well-being and can even be useful in the diagnosis of neuro developmental disorders like autism.Whitebread's recent research has involved developing a play-based approach to supporting children's writing. Many primary school children find writing difficult, but we showed in a previous study that a playful stimulus was far more effective than an instructional one. Children wrote longer and better-structured stories when they first played with dolls representing characters in the story. In the latest study, children first created their story with Lego, with similar results. 'Many teachers commented that they had always previously had children saying they didn't know what to write about. With the Lego building, however, not a single child said this through the whole year of the project.'Whitebread, who directs PEDAL, trained as a primary school teacher in the early 1970s, when, as he describes, 'the teaching of young children was largely a quiet backwater, untroubled by any serious intellectual debate or controversy.' Now, the landscape is very different, with hotly debated topics such as school starting age.'Somehow the importance of play has been lost in recent decades. It's regarded as something trivial,or even as something negative that contrasts with "work". Let's not lose sight of its benefits, and thefundamental contributions it makes to human achievements in the arts,sciences and technology. Let's make sure children have a rich diet of play experiences.【题目】判断正误。
雅思考试真题：2012年12月1日雅思阅读A类回顾与点评
雅思考试真题：2012年12月1日雅思阅读A类回顾与点评achievement and achievement-related aspirations. Parental educational level is an important predictor of children’s education al and behavioral outcomes (Davis-Kean, 2005; Dearing, McCartney, & Taylor, 2002; Duncan, Brooks-Gunn, & Klebanov, 1994; Haveman & Wolfe, 1995; Nagin & Tremblay, 2001; Smith, Brooks-Gunn, & Klebanov, 1997). The majority of research on the ways in which parental education shapes child outcomes has been conducted through cross-sectional correlational analyses or short-term longitudinal designs in which parents and children are tracked through the child’s adolescent years. Our main goals in the current study were to examine long-term effects on children’s educational and occupational success of their parents’ educational level while controlling for other indices of family socioeconomic status and the children’s own intelligence, and to examine possible mediator s of the effects of parents’ education on children’s educational and occupational outcomes. Following theory and research on family process models (e.g., Conger et al., 2002; McLoyd, 1989), we expected that indices of family socioeconomic status, including parent education, would predict the quality of family interactions and child behavior. Next, based on social-cognitive-ecological models (e.g., Guerra & Huesmann, 2004; Huesmann, 1998; Huesmann, Eron, & Yarmel, 1987), we expected parental education, the quality of family interactions, and child behavior would shape, by late adolescence, educational achievement and aspirations for future educational and occupational success. Finally, following Eccles’ expectancy-value model (Eccles, 1993; Frome & Eccles, 1998), we predicted that late adolescent aspirations for future success would affect actual educational and occupational success in adulthood. We use data from the Columbia County Longitudinal Study, a 40-year developmental study initiated in 1960 with data collected most recently in 2000 (Eron, Walder, & Lefkowitz, 1971; Lefkowitz, Eron, Walder, & Huesmann, 1977; Huesmann, Dubow, Eron, Boxer, Slegers, & Miller, 2002; Huesmann, Eron, Lefkowitz, & Walder, 1984).Go to:Family Contextual Influences during Middle ChildhoodIn terms of socioeconomic status (SES) factors, the positive link between SES and children’s achievement is well-established (Sirin, 2005; White, 1982). McLoyd’s (1989; 1998) seminal literature reviews also have documented well the relation of poverty and low socioeconomic status to a range of negative child outcomes, including low IQ, educational attainment and achievement, and social-emotional problems. Parental education is an important index of socioeconomic status, and as noted, it predicts children’s educational and behavioral outcomes. However, McLoyd has pointed out the value of distinguishing among various indices of family socioeconomic status, including parental education, persistent versus transitory poverty, income, and parental occupational status, because studies have found that income level and poverty might be stronger predictors of children’s cognitive outcomes compared to other SES indices (e.g., Duncan et al., 1994; Stipek, 1998). Thus, in the present study, we control for other indices of socioeconomic status when considering the effects of parental education.In fact, research suggests that parental education is indeed an important and significant unique predictor of child achievement. For example, in an analysis of data from several large-scale developmental studies, Duncan and Brooks-Gunn (1997) concluded that maternal education was linked significantly to children’s intellectual outcomes even after controlling for a variety of other SES indicators such as household income. Davis-Kean (2005) found direct effects of parental education, but not income, on European American children’s standardized achievement scores; both parental education and income exerted indirect effects on parents’ achievement-fostering behaviors, and subse quently children’s achievement, through their effects on parents’ educational expectations. Thus far, we have focused on the literature on family SES correlates of children’s academic and behavioral adjustment. However, along with those contemporaneous lin ks between SES and children’s outcomes, longitudinal research dating back to groundbreaking status attainment models (e.g, Blau & Duncan, 1967; Duncan, Featherman, & Duncan, 1972) indicates clearlythat family of origin SES accounts meaningfully for educational and occupational attainment during late adolescence and into adulthood (e.g., Caspi, Wright, Moffitt, & Silva, 1998; Johnson et al., 1983; Sobolewski & Amato, 2005; for a review, see Whitson & Keller, 2004). For example, Caspi et al. reported that lower parental occupational status of children ages 3–5 and 7–9 predicted a higher risk of the child having periods of unemployment when making the transition from adolescence to adulthood. Johnson et al. (1983) found that mothers’ and fathers’ educational l evel and fathers’ occupational status were related positively to their children’s adulthood occupational status. Few studies, however, are prospective in nature spanning such a long period of time (i.e., a 40-year period from childhood to middle adulthood). Also, few studies include a wide range of contextual and personal predictor variables from childhood and potential mediators of the effects of those variables from adolescence.Go to:Potential Mediators of the Effects of Family Contextual Influences during Childhood on Adolescent and Adult OutcomesFamily process models (e.g., Conger et al., 2002; McLoyd, 1989; Mistry, Vanderwater, Huston, & McLoyd, 2002) have proposed that the effects of socioeconomic stress (e.g., financial strain, unstable employment) on child outcomes are mediated through parenting stress and family interaction patterns (e.g., parental depressed mood; lower levels of warmth, nurturance, and monitoring of children). That is, family structural variables such as parental education and income affect the level of actual interactions within the family, and concomitantly, the child’s behavior. It is well established within broader social learning models (e.g., Huesmann, 1998) that parents exert substantial influence on their children’s behavi or. For example, children exposed to more rejecting and aggressive parenting contexts, as well as interparental conflict, display greater aggression (Cummings & Davies, 1994; Eron et al., 1971; Huesmann et al., 1984; Lefkowitz et al., 1977) and the effects between negative parenting and child aggression arebi-directional (Patterson, 1982). Presumably, children learn aggressive problem-solving styles as a result of repeated exposure to such models, and in turn parents use more power assertive techniques to manage the child’s behavior.Researchers also have shown that behavioral problems such as early aggression impair children’s academic and intellectual development over time (e.g., Hinshaw, 1992; Huesmann, Eron, & Yarmel, 1987). Stipek (1998) has argued that behavioral problems affect young children’s opportunities to learn because these youth often are punished for their behavior and might develop conflictual relationships with teachers, thus leading to negative attitudes about school and lowered academic success. Thus, it is possible that low socioeconomic status (including low parental educational levels) could affect negative family interaction patterns, which can influence child behavior problems (measured in our study by aggression), and in turn affect lowered academic and achievement-oriented attitudes over time.Parent education and family interaction patterns during childhood also might be linked more directly to the child’s developing academic success and achievement-oriented attitudes. In the general social learning and social-cognitive framework (Bandura, 1986), behavior is shaped in part through observational and direct learning experiences. Those experiences lead to the formation of internalized cognitive scripts, values, and beliefs that guide and maintain behavior over time (Anderson & Huesmann, 2003; Huesmann, 1998). According to Eccles (e.g., Eccles, 1993; Eccles, Vida, & Barber, 2004; Eccles, Wigfield, & Schiefele, 1998), this cognitive process accounts for the emergence and persistence of achievement-related behaviors and ultimately to successful achievement. Eccles’ framework emphasizes in particular the importance of children’s expectations for success, with parents assuming the role of “expectancy socializers” (Frome & Eccles, 1998, p. 437).Thus, for example, a child exposed to parents who model achievement-oriented behavior (e.g., obtaining advanced degrees; reading frequently; encouraging astrong work ethic) and provide achievement-oriented opportunities (e.g., library and museum trips; after-school enrichment programs; educational books and videos) should develop the guiding belief that achievement is to be valued, pursued, and anticipated. This belief should then in turn promote successful outcomes across development, including high school graduation, the pursuit of higher learning, and the acquisition of high-prestige occupations. Not surprisingly, there are positive relations between parents’ levels of education and parents’ expectations for their children’s success (Davis-Kean, 2005), suggesting that more highly educated parents actively encourage their children to develop high expectations of their own. Importantly, on the other hand, McLoyd’s (1989) review found that parents who experience difficult economic times have children who are more pessimistic about their educational and vocational futures.In the current study, we assume a broad social-cognitive-ecological (Guerra & Huesmann, 2004; Metropolitan Area Child Study Research Group, 2002; also “developmental-ecological,” Dodge & Pettit, 2003) perspective on behavior development. This view proposes that it is the cumulative influence both of childhood environmental-contextual factors (e.g., parental education, family interactions, school climate, neighborhood efficacy) and individual-personal factors (e.g., IQ and aggression) that shapes enduring cognitive styles (e.g., achievement orientation, hostile worldview) in adolescence. Once formed, those styles allow for the prediction of functioning into adulthood above and beyond the effects of the earlier influences. In this view, then, cognitive factors such as beliefs and expectations present during adolescence serve as internal links between early contextual and personal factors and later outcomes.题型难度分析此文不难，是旧文。
雅思阅读真题题源-人文1.11 In a Polyglot Place, the Most Welcome of Voices
In a Polyglot Place, the Most Welcome of Voices 多国语目的地万，最受欢迎的声音The United Nations building would be little more than a glass Tower of Babel without them.没有他们，联合国大厦只不过是一座玻璃巴别塔。
But the United Nations* core of inter-preters, who sit tucked away in badly ventilated glass booths overlooking the General Assembly hall, are to most delegates hardly more than disembodied voices that come piped in through white plastic earphones.但是，联合国核心口译员隐蔽地坐在能俯视大会大厅的通风不好的玻璃小房间里，对干大多数代表来说，他们只不过是从白色塑胶耳机里传过来的脱离实体的声音。
“We are al l performers at heart，” said Monique Corvington, who has worked as an interpreter since 1968. “We get stage fright and the rush of adrenaline. Unfortunately, we do not pick the script.”“我们实质上都是表演者，”自1968 年就开始做口译工作的莫妮克•考温特说道：“我们得了怯场症和肾上腺素涌出症。
不幸地是，我们不挑选剧本。
”The United Nations Interpretation Service has been sorely tested of late by the crush of world leaders who have shown up here for the General Assembly session and the recent World Summit for Children, which was attended by more than 70 heads of state and government.联合国口译服务中心已接受了出席联合国大会会议和最近召开的世界儿童问题首脑会议的世界各国领导人的严峻考验，大会有70多个国家元首和政府首脑参加。
雅思阅读模拟试题之儿童教育哲学历史
Education PhilosophyAIn 1660s, while there are few accurate statistics for child mortality in the preinduslrial world, there is evidence that as many as 30 percent of all children died before they were 14 days old. Few families survived intact. All parents expected to bury some of their children and they found it difficult to invest emotionally in such a tenuous existence as a newborn child. When the loss of a child was commonplace, parents protected themselves from the emotional consequences of the death by refusing to make an emotional commitment to the infant. How else can we explain mothers who call the infant or leave dying babies in gutters, or mention the death of a child in the same paragraph with a reference to pickles?BOne of the most important social changes to take place in the Western world in 18th century was the result of the movement from an agrarian economy to an industrial one. Increasingly, families left the farms and their small-town life and moved to cities where life was very different for them. Social supports that had previously existed in the smaller community disappeared, and problems of poverty, crime, sub-standard housing and disease increased. For the poorest children, childhood could be painfully short, as additional income was needed to help support the family and young children were forced into early employment. Children as young as 7 might be required to work full-time jobs, often under unpleasant and unhealthy circumstances, from factories to prostitution. Although such a role for children has disappeared in most economically strong nations, the practice of childhood employment has hardly disappeared entirely and remains a staple (主要的)in many undeveloped nations.COver the course of the 1800s, the lives of children in the Unites States began to change drastically. Previously, children in both rural and urban families were expected to take part in the everyday labor of the home, as the bulk of manual work had to be completed there. However, establishing a background the technological advances of themid-1800s, coupled with the creation of a middle class and the redefinition of roles of family members, meant that work and home became less synonymous(同义的)over the course of time. People began to buytheir children toys and books to read. As the country slowly becamemore dependent upon machines for work, both in rural and in urban areas, it became less necessary for children to work inside the home. This trend, which had been rising slowly over the course of the nineteenth century, look off exponentially after the Civil War, with the beginning of the Industrial Revolution. John Locke was one of the most influential writers of his period. His writings on the role of government are seen as foundational to many political movements and activities, including the American Revolution and the drafting of theDeclaration of Independence. His ideas are equally foundational to several areas of psychology. As the father of “British empiricism,” Locke made the first clear and comprehensive statement of the “environmental position” and, by so doing, became the father of modern learning theory. His teachings about child care were highly regarded during the colonial period in America.DJean Jacquesd Rousseau lived during an era of the American and French Revolution. His works condemn distinctions of wealth, property, and prestige. In the original state of nature, according to Rousseau, people were "noble savages", innocent, free and uncorrupted. Rousseau conveyed his educational philosophy through his famous novel Emile, in 1762, which tells the story of a boy's education from infancy to adulthood. Rousseau observed children and adolescents extensively and spoke of children's individuality, but he based much of his developmental theory on observation in writing the book, and on the memories of his own childhood. Rousseau contrasts children to Developmental Psychology in Historical Perspective adults and describes age-specific characteristics. Johan Heinrich Pestalozzi lived during the early stages of industrial revolution, he sought to develop schools would nurture children's development. He agreed with Rousseau that humans are naturally good but were spoiled by a corrupt society. Pestalozzi's approach to teaching can be divided into the general and special methods. The theory was designed to create an emotionally healthy homelike learning environment that had to be in place before more specific instruction occurred.EOne of the best documented cases of all the so-called feral children concerned a young man who was captured in a small town in the south of France in 1800, and who was later named Victor. The young man had been seen in the area for months before his final capture - pre-pubescent, mute, and naked, perhaps 11 or 12 years old, foraging for food in the gardens of the locals and sometimes accepting their direct offers of food. Eventually he was brought to Paris, where itwas hoped that he would be able to answer some of the profound questions about the nature of man, but that goal was quashed very early. Jean-Marc-Gaspard Itard, a young physician who had become interested in working with the deaf, was more optimistic about a future for Victor and embarked on a five-year plan of education to civilize him and teach him to speak. With a subsidy from the government, Itard spent an enormous amount of time and effort working with Victor. He was able to enlist the help of a local woman, Madame Gu erin, to assist in his efforts and provide a semblance of a home for Victor. But, after five years and despite all of his efforts, Hard considered the experiment to be a failure. Although Victor had learned some elementary forms of communication, he never learned the basics of speech, which, for Itard, was the goal. Victor's lessons were discontinued, although he continued to live with Madame Gu erin until his death, approximately at the age of 40.FOther educators were beginning to respond to the simple truth that was embedded in the philosophy of Rousseau. Identifying the stages of development of children was not enough. Education had to be geared to those stages. One of the early examples of this approach was the invention of the kindergarten (“the children’s garden”)- a word and a movement created by Friedrich Froebel in 1840, a German-born educator. Froebel placed particular emphasis on the importance of play in achild's learning. His invention, in different forms, would eventually find its way around the world. His ideas about education were initially developed through his association with Johann Heinrich Pestalozzi. Froebel spent five years teaching at one of Pestalozzi's model schoolsin Frankfurt, and later he studied with Pestalozzi himself. Eventually he was able to open his own schools to test his educational theories. One of his innovative ideas was his belief that women could serve as appropriate educators of young children - an unpopular view at the time. At the age of 58, after almost four decades as a teacher, Froebel introduced the notion of the kindergarten. It was to be a haven and a preparation for children who were about to enter the regimented educational system. A cornerstone of his kindergarten education was the use of guided or structured play. For Froebel, play was the most significant aspect of development at this time of life. Play served as the means for a child to grow emotionally and to achieve a sense ofself-worth, the role of the teacher was to organize materials and a structured environment in which each child, as an individual, could achieve these goals. By the time of Froebel’s death in 1852, dozens ofkindergartens had been created in Germany. Their use increased in Europe and the movement eventually reached and flourised in the United Statesin 20th century.Questions 28-31The reading passage has seven paragraphs, A-EChoose the correct heading for paragraphs A-E from the list below.Write the correct number, i-vii, in boxes 28-31 on your answer sheet.List of Headingsi Reasons of unusual experiments implemented by several thinkersii Children had to work to alleviate burden on familyiii Why children are not highly valuediv Children died in hospital at their early agev Politics related philosophy appearedvi Creative learning method was applied on certain wild kidvii Emerge and spread of called kindergarten28 Paragraph AExampleParagraph B ii Children have to work29 Paragraph C30 Paragraph D31 Paragraph EQuestions 32-35Use the information in the passage to match the time (listed A-C) with correct event below. Write the appropriate letters A-F in boxes 32-35 on your answer sheet.A 18th centuryB 19th centuryC 20th century32 need for children to work33 rise of middle class34 emergence of a kindergarten35 the kindergarten in the spread around USQuestions 36-40Use the information in the passage to match the people (listedA-D) with opinions or deeds below. Write the appropriate letters A-D in boxes 36-40 on your answer sheet.A Jean Jacquesd RousseauB Jean-Marc-Gaspard ItardC Johan Heinrich PestalozziD Friedrich Froebel36 was not successful to prove the theory37 observed a child's record38 requested a study setting with emotional comfort firstly39 corruption is not a characteristic in people's nature40 responsible fo篇章结构体裁科普说明文题目儿童教育哲学与历史结构A：为何父母并不是十分重视孩子B：孩子们需要工作，以减轻对家庭的负担C：中产阶级富足的生活的出现，促进了政治相关的哲学的出现D：几个思想家进行的研究以及结论和整个的分析E：创造性的学习方式被应用在几个野孩子的教育之中F：幼儿园理论的整个发展和传播试题分析Question 1-。
雅思阅读真题话题汇总(草本)
LanguageC4T2R1 Lost for WordsC5T1R1 Johnson’s DictionaryC5T2R3 The Birth of Scientific EnglishC4T3R3 Obtaining Linguistic DataC9T3R1 Attitude to LanguageEnvironmentC4T1R1 RainforestC5T1R3 The Truth about the EnvironmentC5T3R2 Disappearing DeltaC7T1R2 Making Every Drop CountC7T2R2 The True Cost of Food (Food)C7T3R3 DeforestationC5T4R1 The Impact of Wildness Tourism (Tourism)EducationC4T2R3 Play is a Serious BusinessC5T2R3 Early Childhood EducationC9T2R1 Children DevelopmentBiologyC4T1R2 What Do Whales Feel?C5T4R3 The Effect of Light on Plant and Animal SpeciesC7T1R1 Let’s Go Bats (Technology)C7T3R1 Ant IntelligenceC7T3R2 Population Movement and Genetics (Geography, Society) C8T2R3 The Meaning and Power of SmellC8T3R3 How Does the Biological Clock Tick?C8T4R2 Biological Control of PestsC8T4R3 Collecting Ant SpecimensC8T3R2 The Nature of GeniusPsychologyC4T1R3 Visual Symbols and the BlindC5T1R2 Nature or NurtureC5T2R2 What’s so Funny?C7T1R3 Educating PsychoC8T1R3 TelepathyC9T2R3 A Neuroscientist Reveals How to Think Differently C9T4R2 Young Children’s Sense of IdentityHealth/ MedicineC4T2R2 Alternative Medicine in AustraliaC4T4R3 The Problem of Scarce ResourcesC6T2R2 Greying Population Stays in the PinkC6T3R3 The Search for Anti-aging PillsC6T4R1 Doctoring SalesTechnologyC5T2R1 BakeliteC5T3R3 The Return of Artificial IntelligenceC5T4R2 Flawed Beauty: the Problem with Toughened Glasses C8T1R1 A Chronicle of TimekeepingC8T2R1 Sheet Glass Manufacture: the Float ProcessC9T3R3 Information Theory – the Big IdeaGeographyC4T3R2 V olcanoes-earth-shattering NewsC6T1R3 Climate Change and the InuitC8T2R2 The Little Ice AgeC8T4R1 Land of the Rising SumC9T2R2 Venus in TransitC9T3R2 Tidal PowerC9T1R2 Is There Anybody out There?SportsC4T4R1 How much higher? How much faster?C6T1R1 Australia Sporting SuccessArchaeologyC4T4R2 The Nature and Aims of ArcheologyTransportC6T1R2 Delivering the GoodsC6T2R1 Advantages of Public TransportC8T1R2 Air Traffic Control in the USAScienceC6T2R3 NumerationMediaC6T3R1 CinemaSociety/ Social LifeC4T3R1 Micro-Enterprise Credit for Street YouthC6T3R2 Motivating Employees under Adverse Conditions C6T4R2 Do Literate Women Make Better Mothers?C6T4R3 BullyingC7T2R3 Makete Integrated Rural Transport ProjectC7T4R2 Endless HarvestC7T4R3 Effects of Noise (Environment, Biology)ArchitectureC7T2R1 Why Pagodas don’t Fall downC7T4R1 Pulling Strings to Build PyramidsCultureC8T3R1 Striking Back at Lightning With Lasers (Physics) C9T1R1 William Henry PerkinC9T1R2 The History of the Tortoise (Biology)C9T4R1 The Life and Work of Marie CurieC9T4R3 The Development of Museums。
雅思阅读真题题源-人文1.10 Recent Growth in Jobs for Those with Languages
Recent Growth in Jobs for Those with Languages 外语人才的就业率不断提高Despite the widespread encouragement for students to acquire modern languages over the past few years, jobs in Europe involving language skills were not that plentiful until recently.尽管前几年欧洲就已普遍鼓励学生掌握现代语言，可是涉及语言技能的工作直到最近才渐渐多了起来。
However, the whole languages thing has come together now, and one ofthe biggest expansion areas for jobs is in teleservices. This takes advantage of the revolution in telecommunications, using it to centralise companies，services for different countries in Ireland然而，如今所有的语言已经聚合在一起，其中一个最大的职业扩展区是远程服务业。
它充分利用了电信领域的革命，在爱尔兰，它用来为不同国家集中提供企业服务。
For example, American Air-lines is, from this month, operating all its European bookings from Dublin. Thus people booking a seat in Germany or Holland will be connected to a central booking service in Dublin. UPS, the biggest freight courier in the world, has established a centre in Tallaght and intends to recruit up to 1,000 people to operate its service over the telephone and computer lines through different languages. Various multi-national hotel groups are also basing their booking services in Dublin.举例来说，自本月起美国航空会将欧洲的订票业务部定在都柏林。
WORD版-雅思系列-剑14阅读TEST 1, PASSAGE 1 中英文文本大师带你读
剑14 TEST 1 READING PASSAGE 1篇章背景：这篇文章和C4T2R3 Play Is a Serious Business的主题相似，都是关于小孩“玩耍”对大脑和身体机能的发育，以及对学习和社会能力促进的重要作用。
文章难度属于初级，所配题型是note填空题和判断题这两种比较典型的顺序题型，并且呈现“前后分割”的情况，也就是说，前一个题型对应文章的前半部分，后一个题型对应文章的后半部分，非常有利于确定原文依据的位置。
重点词汇：1.Regulate: v. 管理，控制（control）2.Underpin：v. 巩固，支持，构成……的基础（s upport or form the basis for…）3.Curtail：v. 缩减，限制（reduce or limit）4.Scarce：adj. 缺乏的，不足的（not enough，insufficient）5.Extol：v. 赞美，颂扬（praise）6.Virtue：n. 优点（advantage）7.Impact：n. 影响（effect or influence）8.Undertake：v. 从事，承担（start to do sth.）9.Facilitate：v. 促进，帮助，使容易（promote，make an action or a process easier）10.Clue：n. 线索，提示（cue）11.Diagnosis：n. 诊断（the act of identifying the exact cause of an illness）12.Disorder：n. 不适，疾病（disease，medical problem）13.Previous：adj. 以前的（former）14.Trivial：adj. 不重要的，琐碎的（unimportant，not serious or valuable ）问题解析：1.信号词：magical kingdom，help第1题是在讲儿童玩耍的作用之一：搭建“魔法王国”可以帮助建立……；可以确定出题位置在第一段，第一句和第二句在讲玩什么游戏，怎样想象。
IELTS雅思阅读真题试卷.docx
蚂蚁智力Collective intelligence:：Ants and brain's neuronsSTANFORD - An individual ant is not very bright,but ants in a colony, operating as a collective, do remarkable things.A single neuron in the human brain can respond only to what the neuronsconnected to it are doing, but all of them together can be Immanuel Kant.That resemblance is why Deborah M. Gordon, StanfordUniversity assistantprofessor of biological sciences, studies ants."I'm interested in the kind of system where simple units together do behavein complicated ways," she said.No one gives orders in an ant colony, yet each ant decides what to do next.For instance, an ant may have several job descriptions. When the colonydiscovers a new source of food, an ant doing housekeeping duty may suddenlybecome a forager. Or if the colony's territory size expands or contracts, patrollerants change the shape of their reconnaissance pattern to conform to the newrealities. Since no one is in charge of an ant colony - including the misnamed"queen," which is simply a breeder - how does each ant decide what to do?This kind of undirected behavior is not unique to ants, Gordon said. How dobirds flying in a flock know when to make a collective right turn? All anchoviesand other schooling fish seem to turn in unison, yet no one fish is the leader.Gordon studies harvester ants in Arizona and, both in the field and in her lab,the so-called Argentine ants that are ubiquitous to coastal California.Argentine ants came to Louisiana in a sugar shipment in 1908. They weredriven out of the Gulf states by the fire ant and invaded California, where theyhave displaced most of the native ant species. One of the things Gordon is studying is how they did so. No one has ever seen an ant war involving theArgentine species and the native species, so it's not clear whether they are quietly aggressive or just find ways of taking over food resources and territory.The Argentine ants in her lab also are being studied to help her understandhow they change behavior as the size of the space they are exploring varies."The ants are good at finding new places to live in and good at finding food,"Gordon said. "We're interested in finding out how they do it."Her ants are confined by Plexiglas walls and a nasty glue-like substancealong the tops of the boards that keeps the ants inside. She moves the walls inand out to change the arena and videotapes the ants' movements. A computertracks each ant from its image on the tape and reads its position so she has adiagram of the ants' activities.The motions of the ants confirm the existence of a collective."A colony is analogous to a brain where there are lots of neurons, each ofwhich can only do something very simple, but together the whole brain can think. None of the neurons can think ant, but the brain can think ant,though nothing in the brain told that neuron to think ant."For instance, ants scout for food in a precise pattern. What happens whenthat pattern no longer fits the circumstances, such as when Gordon moves thewalls?"Ants communicate by chemicals,"she said."That's how they mostly perceive the world; they don't see very well. They use their antennae to smell.So to smell something, they have to get very close to it."The best possible way for ants to find everything - if you think of the colonyas an individual that is trying to do this - is to have an ant everywhere all thetime, because if it doesn't happen close to an ant, they're not going to knowabout it.Of course,there are not enough ants in the colony to do that,so somehow the ants have to move around in a pattern that allows them to coverspace efficiently."Keeping in mind that no one is in charge of a colony and that there is nocentral plan,how do the ants adjust their reconnaissance if their territory expands or shrinks?"No ant told them, 'OK, guys, if the arena is 20 by 20. . . .' Somehow therehas to be some rule that individual ants use in deciding to change the shape oftheir paths so they cover the areas effectively. I think that that rule is the rate inwhich they bump into each other."The more crowded they are, the more often each ant will bump into anotherant. If the area of their territory is expanded, the frequency of contact decreases.Perhaps, Gordon thinks, each ant has a threshold for normality and adjusts itspath shape depending on how often the number of encounters exceeds or fallsshort of that threshold.If the territory shrinks, the number of contacts increases and the ant altersits search pattern. If it expands, contact decreases and it alters the pattern adifferent way.In the Arizona harvester ants, Gordon studies tasks besides patrolling. Eachant has a job."I divide the tasks into four: foraging, nest maintenance, midden[piling refuse, including husks of seeds] and patrolling - patrollers are the ones thatcome out first in the morning and look for food.The foragers go where the patrollers find food."The colony has about eight different foraging paths.Every day it uses several of them. The patrollers go out first on the trails and they attract eachother when they find food. By the end of an hour's patrolling, most patrollers areon just a few trails. . . . All the foragers have to do is go where there are the mostpatrollers."Each ant has its prescribed task,but the ants can switch tasks if the collective needs it. An ant on housekeeping duty will decide to forage. No onetold it to do so and Gordon and other entomologists don't know how that happens."No ant can possibly know how much food everybody is collecting,how many foragers are needed," she said. "An ant has to have very simple rules thattell it, 'OK, switch and start foraging.' But an ant can't assess globally how muchfood the colony needs."I've done perturbation experiments in which I marked ants according towhat task they're doing on a given day. The ants that were foraging for foodwere green,those that were cleaning the nest were blue and so on.Then I created some new situation in the environment; for example, I create a messthat the nest maintenance workers have to clean up or I'll put out extra foodthat attracts more foragers."It turns out that ants that were marked doing a certain task one day switchto do a different task when conditions change."Of about 8,000 species of ants, only about 10 percent have been studiedthus far ."It's hard to generalize anything about the behavior of ants," Gordon said."Most of what we know about ants is true of a very, very small number of speciescompared to the number of species out there."天才儿童TIME: 5-7'HOW IQ BECOMES IQIn1904the French minister of education,facing limited resources for schooling, sought a way to separate the unable from the merely lazy. AlfredBinet got the job of devising selection principles and his brilliant solution put astamp on the study of intelligence and was the forerunner of intelligence testsstill used today.He developed a thirty-problem test in 1905,which tapped several abilities related to intellect, such as judgment and reasoning. The testdetermined a given child's mental age'. The test previously established a normfor children of a given physical age. For example, five-year-olds on average getten items correct, therefore, a child with a mental age of five should score 10,which would mean that he or she was functioning pretty much as others of thatage. The child's mental age was then compared to his physical age.A large disparity in the wrong direction (e.g., a child of nine with a mentalage of four) might suggest inability rather than laziness and means that he orshe was earmarked for special schooling. Binet, however, denied that the testwas measuring intelligence and said that its purpose was simply diagnostic, forselection only. This message was however lost and caused many problems and misunderstandings later.Although Binet's test was popular, it was a bit inconvenient to deal with avariety of physical and mental ages.So,in1912,Wilhelm Stern suggested simplifying this by reducing the two to a single number. He divided the mentalage by the physical age and multiplied the result by100.An average child, irrespective of age, would score 100. a number much lower than 100 wouldsuggest the need for help and one much higher would suggest a child well aheadof his peer .This measurement is what is now termed the IQ(intelligence quotient) score and it has evolved to be used to show how a person,adult or child, performed in relation to others. The term IQ was coined by Lewis m. Terman,professor of psychology and education of Stanford University, in 1916. He hadconstructed an enormously influential revision of Binet's test,called the Stanford-Binet test, versions of which are still given extensively.The field studying intelligence and developing tests eventually coalesced into a sub-field of psychology called psychometrics(psycho for‘mind'and metrics for'measurements').The practical side of psychometrics(the development and use of tests) became widespread quite early, by 1917, whenEinstein published his grand theory of relativity, mass-scale testing was alreadyin use.Germany's unrestricted submarine warfare (which led to the sinking of theLusitania in 1915) provoked the United States to finally enter the first world warin the same year. The military had to build up an army very quickly and it hadtwo million inductees to sort out. Who would become officers and who enlistedmen?Psychometricians developed two intelligence tests that helped sort all these people out, at least to some extent. This was the first major use of testingto decide who lived and who died since officers were a lot safer on the battlefield.The tests themselves were given under horrendously bad conditions and theexaminers seemed to lack common sense. A lot of recruits simply had no ideawhat to do and in several sessions most inductees scored zero! The examinersalso came up with the quite astounding conclusion from the testing that theaverage American adult's intelligence was equal to that of a thirteen-year-old!Nevertheless,the ability for various authorities to classify people on scientifically justifiable premises was too convenient and significant to be dismissed lightly,so with all good astounding intentions and often over enthusiasm, society's affinity for psychological testing proliferated.Back in Europe, Sir Cyril Burt, professor of psychology at University CollegeLondon from 1931 to 1950, was a prominent figure for his contribution to thefield. He was a firm advocate of intelligence testing and his ideas fitted in wellwith English cultural ideas of elitism. A government committee in 1943 usedsome of Burt's ideas in devising a rather primitive typology on children's intellectual behavior. All were tested at age eleven and the top 15 or 20 per centwent to grammar schools with good teachers and a fast pace of work to preparefor the few university places available. A lot of very bright working-class children,who otherwise would never have succeeded, made it to grammar schools anduniversities.The system for the rest was however disastrous. These children attendedlesser secondary or technical schools and faced the prospect of eventualeducation oblivion. They felt like dumb failures, which having been officially andscientifically branded. No wonder their motivation to study plummeted. It wasnot until 1974 that the public education system was finally reformed. Nowadaysit is believed that Burt has fabricated a lot of his data. Having an obsession thatintelligence is largely genetic,he apparently made up twin studies,which supported this idea,at the same time inventing two co-workers who were supposed to have gathered the results.Intelligence testing enforced political and social prejudice and their resultswere used to argue that Jews ought to be kept out of the United States becausethey were so intelligently inferior that they would pollute the racial mix. Andblacks ought not to be allowed to breed at all. Abuse and test bias controversiescontinued to plaque psychometrics.Measurement is fundamental to science and technology.Science often advances in leaps and bounds when measurement devices improve. Psychometrics has long tried to develop ways to gauge psychological qualitiessuch as intelligence and more specific abilities, anxiety, extroversion, emotionalstability, compatibility with marriage partner and so on. Their scores are oftengiven enormous weight. A single IQ measurement can take on a life of its own ifteachers and parents see it as definitive. It became a major issue in the 70swhen court cases were launched to stop anyone from making important decisions based on IQ test scores. the main criticism was and still is that currenttests don't really measure intelligence. Whether intelligence can be measured atall is still controversial. some say it cannot while others say that IQ tests arepsychology's greatest accomplishments.全球变暖A Canary in the Coal MineThe Arctic seems to be getting warmer. So what?A. “Climate change in the Arctic is a reality now!”So insists Robert Corell, an oceanographer with the American Meteorological Society.Wild-eyed proclamations are all too common when it comes to global warming, but in thiscase his assertion seems well founded.B. At first sight, the ACIA’s (American Construction Inspectors Association)report’s conclusions are not so surprising.After all,scientists have long suspected that several factors lead to greater temperature swings at the polesthan elsewhere on the planet. One is albedo— the posh scientific name for howmuch sunlight is absorbed by a planet’s surface, and how much is reflected.Most of the Polar Regions are covered in snow and ice, which are much morereflective than soil or ocean. If that snow melts, the exposure of dark earth(which absorbs heat)acts as a feedback loop that accelerates warming.A second factor that makes the poles special is that the atmosphere is thinnerthere than at the equator, and so less energy is required to warm it up. A thirdfactor is that less solar energy is lost in evaporation at the frigid poles than in thesteamy tropics.C.And yet the language of this week’s report is still eye-catching:“the Arctic is now experiencing some of the most rapid and severe climate change onEarth. ”The last authoritative assessment of the topic was done by the UN’s Intergovernmental Panel on Climate Change (IPCC) in 2001. That report madeheadlines by predicting a rise in sea level of between 10cm (four inches) and90cm, and a temperature rise of between 1.4°C and 5.8 °C over this century. However,its authors did not feel confident in predicting either rapid polar warming or the speedy demise of the Greenland ice sheet. Pointing to evidencegathered since the IPCC report, this week’s report suggests trouble lies ahead.D. The ACIA reckons that in recent decades average temperatures have increased almost twice as fast in the Arctic as they have in the rest of the world.Skeptics argue that there are places, such as the high latitudes of the Greenlandice sheet and some buoys at sea, where temperatures seem to have fallen. Onthe other hand, there are also places, such as parts of Alaska, where they haverisen far faster than average. Robin Bell, a geophysicist at Columbia Universitywho was not involved in the report’s compilation, believes that such conflictinglocal trends point to the value of the international, interdisciplinary approach ofthis week ’s report. As he observes,“climate change, like the weather, can be patchy and you can get fooled unless you look at the whole picture.”E. And there is other evidence of warming to bolster the ACIA’s case. For example, the report documents the widespread melting of glaciers and of seaice, a trend already making life miserable for the polar bears and seals thatdepend on that ice. It also notes a shortening of the snow season. The mostworrying finding,however , is the evidence—still preliminary—that the Greenland ice sheet may be melting faster than previously thought.F. That points to one reason the world should pay attention to this week’s report. Like a canary in a coal mine, the hypersensitive Polar Regions may wellexperience the full force of global warming before the rest of the planet does.However, there is a second and bigger reason to pay attention. An unexpectedlyrapid warming of the Arctic could also lead directly to greater climate changeelsewhere on the planet.G. Arctic warming may influence the global climate in several ways. One isthat huge amounts of methane,a particularly potent greenhouse gas,are stored in the permafrost of the tundra. Although a thaw would allow forests toinvade the tundra, which would tend to ameliorate any global warming that isgoing on (since trees capture carbon dioxide, the greenhouse gas most talkedabout in the context of climate change), a melting of the permafrost might alsolead to a lot of trapped methane being released into the atmosphere, more thanoffsetting the cooling effects of the new forests.H. Another worry is that Arctic warming will influence ocean circulation inways that are not fully understood.One link in the chain is the salinity ofseawater,which is decreasing in the north Atlantic thanks to an increase in glacial melt waters.“Because fresh water and salt water have different densities,this ‘freshening ’of the ocean could change circulation patterns.” said Dr . Thomson,a British climate expert.“The most celebrated risk is to the mid-Atlantic Conveyor Belt, a current which brings warm water from the tropicsto north-western Europe, and which is responsible for that region’s unusually mild winters,”he added. Some of the ACIA’s experts are fretting over evidenceof reduced density and salinity in waters near the Arctic that could adverselyaffect this current.I. The biggest popular worry, though, is that melting Arctic ice could lead toa dramatic rise in sea level. Here, a few caveats are needed. For a start, muchof the ice in the Arctic is floating in the sea already.Archimedes’s principle shows that the melting of this ice will make no immediate difference to the sea’s level,although it would change its albedo.Second,if land ice, such as that covering Greenland,does melt in large quantities,the process will take centuries.And third,although the experts are indeed worried that global warming might cause the oceans to rise, the main way they believe this willhappen is by thermal expansion of the water itself.J.Nevertheless,there is some cause for nervousness.As the ACIA researchers document, there are signs that the massive Greenland ice sheetmight be melting more rapidly than was thought a few years ago. Cracks in thesheet appear to be allowing melt water to trickle to its base, explains MichaelOppenheimer, a climatologist at Princeton University who was not one of thereport ’s authors. That water may act as a lubricant, speeding up the sheet’s movement into the sea. If the entire sheet melted, the sea might rise by 6-7meters. But when will this kind of disastrous ice disintegration really happen?While acknowledging it this century is still an unlikely outcome,Dr . Oppenheimer argues that the evidence of the past few years suggests it is morelikely to happen over the next few centuries if the world does not reduce emissions of greenhouse gases. He worries that an accelerating Arctic warmingtrend may yet push the ice melt beyond an“irreversible on / off switch”.K.That is scary stuff,but some scientists remain unimpressed.Patrick Michaels,a climatologist at the University of Virginia,complains about the ACIA ’s data selection,which he believes may have produced evidence of “spurious warming”.He also points out,in a new book,that even if Arctic temperatures are rising, that need not lead directly to the ice melting. As heputs it, “Under global warming, Greenland’s ice indeed might grow, especially ifthe warming occurs mostly in winter. After all,warming the air ten degrees when the temperature is dozens of degrees below freezing is likely to increasesnowfall, since warmer air is generally moister and precipitates more water. ”L. Nils-Axel Morner, a Swedish climate expert based at Stockholm University,points out that observed rises in sea levels have not matched the IPCC ’sforecasts. Since this week’s report relies on many such IPCC assumptions, heconcludes it must be wrong. Others acknowledge that there is a warming trendin the Arctic, but insist that the cause is natural variability and not the burningof fossil fuels.Such folk point to the extraordinarily volatile history of Arctic temperatures. These varied, often suddenly, long before sport-utility vehicleswere invented. However, some evidence also shows that the past few millenniahave been a period of unusual stability in the Arctic. It is just possible that thecurrent period of warming could tip the delicate Arctic climate system out ofbalance, and so drag the rest of the planet with it.M. Not everybody wants to hear a story like that. But what people trulybelieve is happening can be seen in their actions better than in their words. Oneof the report’s most confident predictions is that the breakup of Arctic ice willopen the region to long-distance shipping and, ironically, to drilling for oil andgas.It is surely no coincidence,then,that the Danish government,which controls Greenland, has just declared its intention to claim the mineral rightsunder the North Pole. It, at least, clearly believes that the Arctic ocean may soonbe i人类文字进化史History of WritingWriting was first invented by the Sumerians in ancient Mesopotamia before3,000 BC. It was also independently invented in Meso-America before 600 BCand probably independently invented in China before 1,300 BC. It may havebeen independently invented in Egypt around3,000BC although given the geographical proximity between Egypt and Mesopotamia the Egyptians may have learnt writing from the Sumerians.There are three basic types of writing systems. The written signs used bythe writing system could represent either a whole word, a syllable or an individual sound. Where the written sign represents a word the system is knownas logographic as it uses logograms which are written signs that represent aword. The earliest writing systems such as the Sumerian cuneiform, Egyptianhieroglyphics and Mayan glyphs are predominantly logographics as are modernChinese and Japanese writing systems. Where the written sign represents a syllable the writing system is known as syllabic. Syllabic writing systems weremore common in the ancient world than they are today. The Linear A and Bwriting systems of Minoan Crete and Mycenaean Greece are syllabic. The mostcommon writing systems today are alphabetical. These involve the written sign(a letter)representing a single sound(known as a phoneme).The earliest known alphabetical systems were developed by speakers of semetic languagesaround1700BC in the area of modern day Israel and Palestine.All written languages will predominately use one or other of the above systems. They mayhowever partly use the other systems. No written language is purely alphabetic,syllabic or logographic but may use elements from any or all systems.Such fully developed writing only emerged after development from simpliersystems. T alley sticks with notches on them to represent a number of sheep orto record a debt have been used in the past. Knotted strings have been used asa form of record keeping particularly in the area around the Pacific rim. Theyreached their greatest development with the Inca quipus where they were usedto record payment of tribute and to record commercial transactions. A speciallytrained group of quipu makers and readers managed the whole system. The useof pictures for the purpose of communication was used by native Americans andby the Ashanti and Ewe people in Africa.Pictures can show qualities and characteristics which can not be shown by tally sticks and knot records. They donot however amount to writing as they do not bear a conventional relationshipto language. Even so, the Gelb dictum (from its originator Ignace Gelb), that“At the basis of all writing stands the picture”has been widely accepted.An alternative idea was that a system by which tokens, which representedobjects like sheep, were placed in containers and the containers were markedon the outside indicating the number and type of tokens within the containergave rise to writing in Mesopotamia. The marks on the outside of the containerwere a direct symbolic representation of the tokens inside the container and anindirect symbolic representation of the object the token represented. The markson the outside of the containers were graphically identical to some of the earliest pictograms used in Sumerian cuneiform,the worlds first written language. However cuneiform has approximately 1,500 signs and the marks onthe ouside of the containers can only explain the origins of a few of those signs.The first written language was the Sumerian cuneiform.Writing mainly consisted of records of numbers of sheep,goats and cattle and quantites of grain. Eventually clay tablets were used as a writing surface and were markedwith a reed stylus to produce the writing. Thousands of such clay tablets havebeen found in the Sumerian city of Uruk. The earliest Sumerian writing consistsof pictures of the objects mentioned such as sheep or cattle. Eventually the pictures became more abstract and were to consist of straight lines that lookedlike wedgesce-free.常用：1. abide by(=be faithful to ; obey)忠于;遵守。
雅思考试听力阅读写作全真题
雅思考试听力阅读写作全真题雅思考试听力阅读写作全真题雅思考试听力、阅读、写作全真题阅读VERSION31，第一篇讲移民问题，，讲其历史，在各个国家发生的情况及带来的影响许多年份，国家和数字，题目有MATCH和YES、NO、NOTGIVEN。
选择，MATCH第二篇TELECOMMUNICATION是讲通讯手段的发展。
从古代的DRUM、SMOKE、SIGNAL FIRE到如今的INTERNET，也不难，有HEADING，填空等。
讲人类最早利用SIGNAL来交流，后来BELL发明PHONE，海底光缆的发明，COMPUTER应用，INTERNET冲浪，MODEM，ISDN一大堆专业名词包括选择，回答短问题第三篇。
讲一个发展中国家实施一个关于改进农村交通的计划）非洲的一个叫MACKETE的地方的交通改善项目，讲解决非洲TANZANNIA的农村偏远地区的交通难问题！。
HEADING题很难，YES、NO、NOTGIVEN也很难。
这次考试中的填空和回答问题都很简单。
包括回答短问题。
作文VERSION73。
TASK 1 THE DIVISION OF THE HOUSEHOLD。
TASK 2，PEOPLE CAN GO TO SHOP、BANK、WORK WITH COMPUTER BUT THE DANGER OF THE COPUTER IS PEOPLE ARE GETTING ISOLETED AND LOSING SOME SOCIAL SKILLS。
TO WHAT DEGREE DO YOU AGREE THIS OPINION。
我的口语很糟糕。
第一个问题就答错了，一个叫CHARLES 的老头问我WAHT SHOULD I CALL YOU？我居然回答YOU CAN CALL ME ANNIE。
听力v21s1一对男女学生讨论举办party,需要写一个酒吧名称,什么时间.需要准备什么.记得有填ransport,map,drinks,snack,decoration的.还有该把广告贴在什么地方,其中一个是classroom,另一个common,.，填写地名、时间、钱、要买的东西、在哪贴广告；:place Grouche’s(sth like that)time 7.30 pmneed to prepare:decorations,snacks,drinkstransportate,mapwhere to put the poster:common room & classrooms2 一个男人在介绍什么，填一个summary，然后说去参观几间澳洲的大学：麦考里、卧龙岗、科技大学等，要填几点钟去？多久车程？等。
雅思阅读儿童文学
雅思阅读儿童文学(中英文实用版)英文文档：Title: The Impact of Children"s Literature on IELTS ReadingThe world of children"s literature is often underestimated when it comes to preparing for the IELTS reading test.However, these books can be an excellent resource for improving reading skills, expanding vocabulary, and enhancing understanding of various contexts.In this article, we will explore the benefits of using children"s literature to prepare for the IELTS reading module.Firstly, children"s books are generally easier to read compared to academic texts.They use simple language and straightforward sentence structures, which can help build confidence in reading.This ease of reading can encourage test-takers to engage with the material more effectively, resulting in better comprehension and faster reading speeds.Secondly, children"s literature often incorporates a wide range of topics, themes, and cultural references.These elements can expose test-takers to diverse vocabulary and sentence structures, enriching their language skills.Furthermore, understanding these cultural references can help test-takers navigate the diverse range of topics presented in the IELTS reading test.Additionally, children"s books usually come with illustrations, whichcan aid in understanding the context and meaning of the text.This visual aid can help test-takers make connections between the text and the illustrations, improving their overall comprehension.Moreover, children"s literature promotes critical thinking and problem-solving skills, which are essential for answering the IELTS reading questions effectively.The moral lessons and life lessons found in many children"s books can inspire test-takers to think critically about the text and draw conclusions, a skill that is highly valued in the IELTS reading test.In conclusion, children"s literature should not be overlooked as a valuable resource for IELTS reading preparation.Its simplicity, diverse topics, and engaging narratives can help test-takers build confidence, expand vocabulary, and enhance comprehension skills.Incorporating children"s books into the IELTS reading preparation routine can lead to improved performance in the test and a brighter future in the world of English language proficiency.中文文档：标题：儿童文学对雅思阅读的影响在准备雅思阅读测试时，儿童文学往往被低估。
2023年11月4号雅思阅读原题
主题：2023年11月4号雅思阅读原题解析内容：1. 介绍本次雅思阅读考试的背景和重要性1.1 2023年11月4号雅思考试是全球范围内的一场重要考试，对于考生来说具有重要意义。
1.2 阅读部分是雅思考试中的重要组成部分，考查考生的阅读能力和理解能力。
2. 解析本次阅读考试的题型和难度2.1 本次考试的题型包括多种题型，如选择题、匹配题、填空题等，难度相对较大。
2.2 考查的阅读材料涵盖了多个领域，包括科学、文化、政治等，考生需有较强的知识储备和阅读能力。
3. 分析本次考试的阅读材料特点和要求3.1 阅读材料涉及的主题广泛，涵盖了生活、科学、文化等多个方面，考生需具备一定的跨学科知识。
3.2 阅读材料的语言和表达较为复杂，需要考生具备较强的阅读理解能力。
4. 给出备考建议4.1 建议考生在备考阶段注重积累词汇和阅读材料，提高阅读理解能力。
4.2 建议考生在平时多阅读英文报刊、杂志等，提高阅读速度和理解能力。
4.3 建议考生注重平时的练习，熟悉不同题型的解题技巧，提高应试能力。
5. 总结本次考试的重点和难点5.1 本次考试的重点在于考查考生的跨学科知识储备和阅读理解能力。
5.2 本次考试的难点在于阅读材料的复杂性和题型的多样性，需要考生具备较高的应试能力。
通过以上分析和解析，我们可以看出2023年11月4号雅思阅读考试的重要性以及考试的题型、难度和要求。
希望考生在备考过程中能够充分认识到考试的重要性，有针对性地进行备考，提高自己的阅读能力和应试能力，取得优异的成绩。
2023年11月4号雅思阅读考试的重要性不言而喻，对于很多留学和移民澳洲、加拿大等国家的考生来说，雅思成绩是他们申请学校或签证的必备条件。
而阅读部分作为整个考试的重要组成部分，对考生的阅读能力和理解能力有着很高的要求，因此备考阅读部分显得至关重要。
本次考试的题型多样，包括选择题、匹配题、填空题等。
这就要求考生不仅要具备良好的词汇量和阅读理解能力，还需要熟悉不同题型的解题技巧，这样才能更好地应对考试。
雅思阅读之练习题10
雅思阅读之练习题-10In the earliest stages of man's development he had no more need of money than animals have. He was content with very simple forms of shelter, made his own rough tools and weapons and could provide food and clothing for himself and his family from natural materials around him. As he became more civilized, however, he began to want better shelter, more efficient tools and weapons, and more comfortable and more lasting clothing than could be provided by his own neighborhood or by the work of his own unskilled hands. For these things he had to turn to the skilled people such as smiths, leather workers or carpenters. It was then that the question of payment arose.At first he got what he wanted by a simple process of exchange. The smith who had not the time to look after land or cattle was glad to take meat or grain from the farmer in exchange for an axe or a plough. But as more and more goods which had no fixed exchange value came on the market, exchange became too complicated to be satisfactory. Another problem arose when those who made things wanted to get stocks of wood or leather, or iron, but had nothing to offer in exchange until their finished goods were ready.Thus the difficulties of exchange led by degrees to the invention of money. In some countries easily handled things like seeds or shells were given a certain value and the farmer, instead of paying the smith for a new axe by giving him some meat or grain, gave him so many shells. If the smith had any shells left when he had bought his food, he could get stocks of the raw materials of his trade. In some countries quite large things such as cows or camels or even big flat stones were used for trade. Later, pieces of metal, bearing values according to the rarity of the metal and the size of the pieces, or coins were used. Money as we know it had arrived.1. Exchange of goods became difficult because _________.A man became more civilizedB smiths began to look after land or cattle in their spare timeC more and more goods which had no fixed exchange values came to the markerD farmers hadn't enough grain or meat to provide for skilled workers2. Money was not used until _______.A paper was inventedB people practiced a simple process of exchangeC nothing could be offered in exchangeD the exchange of one thing for another became too complicated3. The best title for this passage is _____.A What is moneyB What are money's functions.C The importance of moneyD The beginning of money。
雅思阅读考试话题之人文科学类解析
雅思阅读考试话题之人文科学类解析经过对历年的雅思阅读考试的分析，阅读话题主要有两大类，分别是自然科学类和人文社科类。
上文中我们已经探讨过自然科学类的话题，本文将重点对人文科学类话题的文章进行分析。
雅思阅读人文科学类的话题主要分为三大块：教育类，语言学类，发展史。
同时还会涉及到企业管理和心理类。
1. 教育类首先，教育类的话题一直是雅思考试阅读部分的热门话题。
在2011年的考试中，主要涉及到了儿童的性格，欧洲女子教育，儿童心理教育，儿童情感发展，教育方法的研究，噪音对儿童的影响，儿童文学，家长参与教育，天才教育，学习历史的意义。
在2012年上半年的考试来看，教育类涉及到了学术道德，阅读方法的探讨，年轻人当父母，澳大利亚文盲。
从去年及今年上半年的教育类话题分析，儿童教育及家庭教育是教育类话题的中心。
在剑桥雅思真题集中这类型话题的分布也很广泛，比如剑桥5 Test3 passage1 “Early Childhood Education”, 这篇文章主要是关于儿童教育的，讲解了两个项目'Headstart' programme和'Missouri' programme; 剑桥6 Test4 passage2 “Do Literate Women Make Better Mothers?”, 这篇文章讨论了高学历女性是否可以是更好的妈妈，有关儿童的家长问题。
剑桥8 Test4 Passage1'Land of the Rising Sum' 探讨了日本的数学教育。
因此，各位烤鸭应多关注一下这类型的文章，如果没有时间进行课外泛读，也可以对剑桥雅思真题集4-8的教育类文章先进行限时训练，做完对了答案将错误修改之后，建议烤鸭们在这时千万别以为这篇文章就已经做完了，一定要再对整篇文章进行泛读，每段的大意应该知道，并最好用中文标在每段后面，然后把每段主题句中的关键词标出来，如果有不认识的最好摘下来。
一月份雅思阅读原题
一月份雅思阅读原题英文文档:The January IELTS Reading Original QuestionsThe January IELTS reading test includes various topics such as science, history, culture, and lifestyle.In this article, we will provide you with some original reading questions from the January IELTS test.By practicing these questions, you can better prepare for the IELTS reading section.1.Passage: The History of ComputersQuestion 1: Which of the following statements is NOT true according to the passage?a) The first computer was invented by Charles Babbage in the 19th century.b) Alan Turing played a significant role in the development of computer science.c) The Internet was invented in the 1960s.Question 2: What is the main idea of the passage?a) The history of computers dates back to the 19th century.b) Computers have become an essential part of our daily lives.c) The Internet has greatly influenced the development of computers.2.Passage: The Importance of ExerciseQuestion 1: According to the passage, which of the following benefitsof exercise is NOT mentioned?a) Exercise helps improve mental health.b) Exercise can prevent chronic diseases such as diabetes and heart disease.c) Exercise is necessary for weight loss.Question 2: What is the author"s attitude towards regular exercise?a) They think it is unnecessary for overall health.b) They believe it is essential for maintaining good health.c) They think exercise is only important for athletes.中文文档：一月份雅思阅读原题一月份的雅思阅读测试包括科学、历史、文化和生活方式等各种主题。
人文英语1阅读理解The unied
人文英语1阅读理解The unied阅读理解The United States is one of the few countries in the world that has an official day on which fathers are honored by their children．On the third Sunday in June fathers all across or otherwise made to feel special．However the idea for creating a day for children to honor their fathers began in Spokane Washington．A woman by the name of Sonora Smart Dodd thought of the idea for Father’s Day while listening to a Mother’s Day sermon in 1909．Having been raised by her father Henry Jackson Smart after her mother died Sonora wanted her father to know how special he was to her．It was her father that made all the parental sacrifices and was in the eyes of his daughter a selfless and loving man．Sonora’s father was born in June so she chose to hold the first Father’s Day celebration in Spokane Washington on the 19th of June 1910．In 1924 President Calvin Coolidge declared the third Sunday in June as Father’s Day．Roses are the Father’s Day flowers red to be worn for a living father and white if the father has died．When children can’t visit their fathers or take them out to dinner they send a greeting card．Traditionally fathersprefer greeting cards that are not too sentimental．Most greeting cards are too special so fathers laugh when they open them．Some give heartfelt thanks for being there whenever the child needed Dad．1、The United States is special in Father’s Day because （）A.many people celebrate the dayB.only America celebrates the dayC.America makes it an official dayD.all men are honored in America2、all men are honored in America（）A.Sonora honored her father’s birthdayB.Sonora’s birthday was June 19C.It was decided by the president at that timeD.her mother died on June 193、How many years has passed before Father’s Day became an official day since the father’s day was celebrated?（）A.4B.10C.14D.244、According to the passage on Father’s Day（）A.people will wear the same flowers to honor their fathersB.only daughters wear red flowers to honors their fathersC.Children must go home to honor their fathersD.fathers are often honored in different ways5、According to the passage we can infer that Henry Jackson Smart( )A.was very kind to anyoneB.did a lot for his daughterC.was the first father honored in 1924D.always help others by giving money答案：1、C 2、A 3、C 4、D 5、B;。
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Lesson 1 Child‟s Development: Language Takes on New Significance孩子的发展：语言具有新的重要意义Researchers are focusing with new intensity on the earliest stages of childrens language acquisition as a key indicator of normal-and-abnormal-development.研究人员现在开始将炙热的目光聚焦在儿童语言学习的最早阶段，并以此阶段作为测试他们发展正常或是失常最重要的指标。
They say that the age at which infants smile when spoken to, say “ah-goo”，habblc and coo foreshadow later development and may be important clues pointing to learning, sensory or psychiatric disorders and need for early intervention to foster language development. Intervention to stimulate language ability perhaps correct an underlying disorder, they say, may head off behavioral and learning problems that often cause family disruptions and lead to social and school failure.他们称：当对孩子说话，他们会微笑，牙牙学语，而通过这一年龄的表现可以预测他们后天的发展，成为测知他们学习、意识或精神紊乱以及预测他们语言发展的培养是否需要早期干预的重要依据。
他们指出刺激孩子的语言能力的干预手段或许会纠正潜在的缺陷，阻止行为上和学习中常导致家庭破裂、致使社交和学习失败的一些问题。
At the same time, other researchers who study factors that enhance language velopment are finding that babies whose parents talk with, not at, develop more rapid and richer linguistic skills. After decades of emphasizingvisual/motor skills and playing down language as a measure of a child‟s development, many experts now recognize linguistic skills to be the best predictor of a child‟s cognitix . ability. Yet, they say, rarely is a child‟s language development assessed with the same attention that is paid to physical growth and the acquisition of such motor skills as turning over, crawling and walking or fitting pegs into holes.与此同时，其他研究促进孩子语言发展因素的人员发现，那些父母与之聊天而不是告之的孩子能更快地学习到更丰富的语言技能。
多年来，许多专家都强调视觉形象/动作技能是孩子发展的标尺，而贬低语言，现在他们已认识到言语技能是预测孩子认知能力的最好手段。
然而，他们指出，孩子语言能力的发展很少像他们的身体发育和诸如翻身、爬行、走路、将小物体放在洞里的动作技能发展一样受到同等重视。
To fill this gap in the care of well babies, p( diah ic researchers at the Kennedy Institute for Handicapped Children in Baltimore have developed a simple screening test to help physicians detect lags in language development, sometimes months before babies say their first real word, phrase or sentence.为了填补照料状态良好的婴孩这方面的空白，巴尔的縻肯尼迪残障儿童研究协会中的一些儿科研究者已开发了一套简单的视屏测试系统来帮助医生们检测出孩子语言发展迟缓的原因所在，有时是在孩子能真正说出他们的第一个单词、词组或句子的前几个月就对他们进行测试。
The researchers, Arnold J. Capute, Bruce K. Shapiro and Frederick B. Palmer, all physicians and associate professors of pediatrics at the Johns Hopkins University School of Medicine, say the test can help to call attention to developmental problems like communication, hearing and learning disorders, as well as aid in the asstvssment of more severe problems like chm c-hral palsy, mental retaixlation and autism, that might not otherwise be noticed and treated until the child is much older.阿诺• J•凯普彻，布鲁斯•K•谢皮诺和弗雷德里克•B•帕来默等研究人员们都是约翰•霍普金森大学医学院的医生和儿科副教授。
他们说该测试有助于引起人们对孩子发展过程中出现的如沟通、听力和学习障碍等问题的重视，还有助干对像脑瘫、智力发育迟缓和自闭症等更严重的问题进行测评，否则这些问题可能会到孩子更大一些的时候才会被发现并得到治疗。
Experts in language and child development applauded the new test, dubbed Clams, for Clinical Linguistic and Auditory Milestone Scale. The developers say the test, which has been fully standardized and validated, has already attracted the interest of p( (liatrit ian as far away as Australia. They describe it and its potential uses in the current issue of the professional magazine, Contemporary Pediatrics. While widely used tests of child development explore some aspects of language, they focus primarily on visual/motor skills. Clams is one of the first comprehensive, systematic assessments devoted to language development.语言和儿童发展专家们非常认可这项新测试并命名为“Clams”，即“临床语言和听力进程址表”。
开发者们称，这项完全合乎标准、完全有效的测试已经吸引了远至澳大利亚的儿科医师的兴趣。
他们在专业杂志--《当代儿科》近期期刊中描述了该测试及其潜在的作用。
尽管这项测试在儿童发展方面的广泛应用发现了儿童在语言方面的一些特点，但是它们主要关注的还是视觉/动作技能方面。
“Clams”（临床语言和听力进程量表）是第一个综合地、系统化地深入探究语言发展的评价系统。
To be sure, the ages and stages of language development, like the development of motor skills and physical growth, vary among individual babies. And boys are much more likely than girls to lag in their language development. But the Clams test can help physicians determine from parents and from the baby how closely a child‟s prelinguistic and language development m nihlcs that of other children who are the same age.可以确信的是，婴儿语言发展的年龄和阶段就像动作技能的发展和身体的发育一样，因人而异。
而且，男孩比女孩在语言发展上很有可能迟缓一些。
但是，“Clams”测试能帮助医生们从家长和孩子那里确定同龄孩子之间的早期言语和语言发展会具有多大的类似性。
For example, according to the Clams assessment, a one-week-old baby typically shows some response to sound, a four-month- old turns toward a voice, a six-month-old babble and a nine-month-old understands the word “no”. By 14 months, a baby typically says three words and can respond to a simple verbal command. By 21 months, a child‟s average \ocahulan has grown to 50 words and by age 3 to 250 words plus sentences of three words or more.例如：根据“Clams”评价结果，一周大的婴儿典型表现是对声音做出一些反应，4个月大的孩子会转向声音源：6个月大的可以牙牙学语而9个月大的孩子则能理解“不”的意思，到14个月大时，典型特点是婴儿会说3个单词和对简单的言语指令作出反应，到21个月大时，儿童的平均词汇量将增至50个词,3岁时，词汇量增至250 个词，而且，此时他们会说含有3个及以上单词的句子。