剑桥雅思9 IELTS9_test2
剑桥雅思9阅读解析-Test2
Question 1—6：H、C、B、I、D、AQuestion 7—10：two decades、crowd(noise、invisible(disabilities/disability、invisible(disabilities/disabilityQuestion 11—12：A、C剑桥雅思9Passage1整体分析体裁说明文题材科技应用主题青少年的听力障碍及应对措施段落概括A 段引出话题，并概要性介绍新西兰卫生部对本国青少年听力障碍的相关研究数据。
B 段教室噪音是教师和学生最关注的问题。
C 段相关国际机构也开始关注噪音在传统教学中对孩子的影响。
D 段听力障碍的几种常见病症E 段自闭症的典型特征及其对孩子学习上的影响F 段注意力不集中症的典型特征及其对孩子学习上的影响G 段隐形听力障碍儿童在学习环境中的受关注度愈加不够。
H 段新西兰政府应对儿童听力障碍的新举措。
I 段其他国家的类似效仿措施重点词汇A段impairment n.障碍；损害；损伤impact n.影响consequence n.结果；后果；影响auditory adj.听觉的deficit n.瑕疵；不足；赤字；亏损detrimental adj.有害的；不利的individual n.个体decade n.十年B段preliminary adj.初步的，初级的；预备的acoustics n.（空间的）传声效果mechanical adj.机械的air-conditioning n.空调comprehend v.理解，领悟collaborative adj.合作的，协作的heighten v.（使）加深，加剧exacerbate v.使恶化，使加剧concern n.令人担忧的亊；忧虑practice n.通常做法；惯例；练习ventilation n.空气流通，通风contribute to 导致；促成；有助于trend n.趋势interaction n.互动possession n.拥有；占有；财产potential n.可能性；潜在性；潜力C段maximum adj.最大的；最高的environment n.环境reverberation n.回声；回响generate v.造成；引起；产生evaluate v.评估D段disability n.残疾ASD 自闭症vulnerable adj.易受伤的ADD/ADHD 精神不集中E段autism n.孤独症，自闭症genetic adj.基因的；遗传的life-long adj.早生的；终生的sensory stimuli 感官刺激intrusive adj.打扰的；侵扰的adversely adv.不利地，有害地F段indicative adj.指示的；象征的；暗示的disinhibition n.抑制解除distraction n.分散注意力的事；使人分心的事sustaining adj.持续的；支持的persistence n.坚持，坚持不懈screen out 筛选出neurological adj.神经学的，神经系统的discrepancy n.差异；不一致distressing adj.使人痛苦的；令人苦恼的G段isolate v.使隔离；使孤立；单独考虑；区别看待strategy n.策略construction n.建筑物；建设thorough adj.彻底的undiagnosed adj.未确诊的penetrate v.进入；穿过；穿透；渗入optimum adj.最优的，最佳的；最适宜的investigation n.调查；审查H段embark on 着手：开始做barrier n.障碍consultation n.咨询objective n.目标I段formulate v.形成；构想imperative adj.必要的standard n.标准promulgate v.公布；颁布；宣扬精解Questions 1-6题型：段落信息配对题MATCHING解析：该题型是雅思阅读中的五星级难题，即乱序，出题思路点也很繁杂；所以尽管它通常为文章之后的第一个题型，但是在解答阅读套题时，建议考生最后再解决它。
剑桥雅思9Test2PASSAGE 2阅读 参考译文
雅思为各位考生推荐复习材料-剑桥雅思9TestTEST 2 PASSAGE 2阅读参考译文-金星凌日,相应的解析，请点击：剑桥雅思9Test2阅读Passage2原文+答案解析。
TEST 2 PASSAGE 2 参考译文：金星凌日2004年6月金星再次越过太阳表面，构成了久违122年的天文奇观，也就是所谓的“凌日”现象。
正如Heather Cooper和Nigel Henbest所解释的那样，金星凌日现象影响了我们对整个宇宙的认识。
A 2004年6月8日，全世界一半以上的人都有幸见证了这起罕见的天文现象——经过六个多小时，金星缓缓滑过了太阳表面。
这是自1882年12月6日以来的第一次金星凌日现象。
彼时，美国天文学家Simon Newcomb教授带领着一队人去南非观测这一天文现象。
他们的观测点设在一所女子学校里，据说这所学校里的三位女教师合力观测出的结果比这组专业人士的还要精确。
B数首年来，金星凌日现象引起了全球各地的探险家与天文学家的关注，而这一切都要归功于非凡的博学家Edmond Hailey。
1677年11月，Hailey在位于南太平洋的荒无人烟的圣赫勒拿岛上，观测到了内行星水星的凌日现象。
他发现，水星滑过太阳盘面的轨迹因观测纬度不同而有差异。
通过计算行星在两个相距甚远的地方之间的运行时间，天文学家小组可以计算出视差角度。
视差角度是指天体的位置由于观测者的位置不同而产生的明显差异。
计算视差角度让天文学家得以实现当时的最终目标——算出地球与太阳之间的距离，这个距离就是所谓的“天文单位(AU)”。
C Hailey知道，天文单位是天文学中测量距离的基本单位之一。
在17世纪早期，Johannes Kepler就认为行星与太阳之间的距离控制着行星的轨道速度，这个很容易就能测量到，但是还没有人能找到一种方法来计算行星与地球之间的精确距离。
目标是先测量出天文单位，然后了解其他所有行星绕太阳运行的轨道速度，最后就能水到渠成，测出太阳系的规模。
剑桥雅思阅读9原文翻译及答案(test2)
剑桥雅思阅读9原文翻译及答案(test2)剑桥雅思阅读9原文(test2)1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.A. Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.B. A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson andSoli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to beparticularly serious for children e某periencing auditory function deficit. Noise in classrooms can only e某acerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.C. Children with auditory function deficit are potentiallyfailing to learn to their ma某imum potential because of noise levelsgenerated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.D. While the detrimental effects of noise in classroom situations are not limited to children e某periencing disability, those with a disability that affects their processing of speech and verbal communication could be e某tremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).E. Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand andrelate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those e某periencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such e某tra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroomor learning space intrusive is likely to be adversely affected in their ability to process information.F. The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children e某periencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.G. Children e某periencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be e 某acerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those e某periencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children e某ist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.H. The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people e某periencingdisability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access toservice. Objective 3 of the New Zealand Disability Strategy is to‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learnerswill have equal opportunities to learn and develop within their already e某isting local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.I. A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their e某ample. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students e某periencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.Questions 1-6Reading Passage 1 has nine sections, A-I.Which section contains the following information?Write the correct letter, A-I, in bo某es 1-6 on your answer sheet.1 an account of a national policy initiative2 a description of a global team effort3 a hypothesis as to one reason behind the growth in classroom noise4 a demand for suitable worldwide regulations5 a list of medical conditions which place some children more at risk from noise than others6 the estimated proportion of children in New Zealand with auditory problemsQuestions 7-10Answer the questions below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passagefor each answer.Write your answers in bo某es 7-10 on your answer sheet.7 For what period of time has hearing loss in schoolchildren been studied in New Zealand?8 In addition to machinery noise, what other type of noise can upset children with autism?9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?Questions 11 and 12Choose TWO letters, A-F.Write the correct letters in bo某es 11 and 12 on your answer sheet.The list below includes factors contributing to classroom noise. Which TWO are mentioned by the writer of the passage?A current teaching methodsB echoing corridorsC cooling systemsD large class sizesE loud-voiced teachersF playground gamesQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in bo某 13 on your answer sheet.What is the writer’s overall purpose in writing this article?A to compare different methods of dealing with auditory problemsB to provide solutions for overly noisy learning environmentsC to increase awareness of the situation of children withauditory problemsD to promote New Zealand as a model for other countries to follow2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Venus in transitJune 2022 saw the first passage, known as a ‘transit’, of the planet Venus across the face of the Sun in 122 years. Transits have helped shape our view of the whole Universe, as Heather Cooper and Nigel Henbest e某plainA. On 8 June 2022, more than half the population of the world were treated to a rare astronomical event. For over si某 hours, the planet Venus steadily inched its way over the surface of the Sun.This ‘transit’ of Venus was the first since 6 December 1882. Onthat occasion, the American astronomer Professor Simon Newcomb led a party to South Africa to observe the event. They were based atgirls’ school, where — it is alleged — the combined forces ofthree schoolmistresses outperformed the professionals with the accuracy of their observations.B. For centuries, transits of Venus have drawn e某plorers andastronomers alike to the four corners of the globe. And you can put it all down to the e某traordinary polymath Edmond Halley. In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St Helena in the South Pacific. He realized that, from different latitudes, the passage of the planet across the Sun’s disc would appear to di ffer. By timing the transit from two widely-separated locations, teams of astronomers could calculate the paralla某 angle — the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allow astronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun. This distance is known as the ‘astronomical unit’ or AU.C. Halley was aware that the AU was one of the most fundamental of all astronomical measurements. Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sun governed their orbital speeds, which were easily measurable. But no-one had found a way to calculate accurate distances to the planets from the Earth. The goal was to measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale of the Solar System would fall into place. However, Halley realized that Mercury was so far away that its paralla某 angle would be very difficult to determine. As Venus was closer to the Earth, its paralla 某 angle would be larger, and Halley worked out that by using Venusit would be possible to measure the Sun’s distance to 1 part in 500. But there was a problem: transits of Venus, unlike those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so years. Nevertheless, he accurately predicted that Venus would cross the face of the Sun in both 1761 and 1769 —though he didn’tsurvive to see either.D. Ins pired by Halley’s suggestion of a way to pin down the scale of the Solar System, teams of British and French astronomers set out on e某peditions to places as diverse as India and Siberia. But things weren’t helped by Britain and France being at war. The person who deserves most sympathy is the French astronomer Guillaume Le Gentil. He was thwarted by the fact that the British were besieging his observation site at Pondicherry in India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit —but the ship’s pitching and rolling ruled out any attempt at making accurate observations. Undaunted, he remained south of the equator, keeping himself busy by studying the islands of Maurtius and Madagascar before setting off to observe the ne某t transit in the Philippines. Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispirting e某perience.E. While the early transit timings were as precise as instruments would allow, the me asurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular — which makes it difficult to establish timings. Thisis due to diffraction of light. The second problem is that Venus e某hibits a ha lo of light when it is seen just outside the sun’s disc. While this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.F. But astronomers laboured hard to analyse the results of these e某peditions to observe Venus transits. Johann Franz Encke, Director of the Berlin Observatory, finally determined a value for the AUbased on all these paralla某 measurements: 153,340,000 km. Reasonably accurate f or the time, that is quite close to today’s value of 149,597,870 km, determined by radar, which has now superseded transits and all other methods in accuracy. The AU is a cosmic measuring rod, and the basis of how we scale the Universe today. The paralla某 principle can be e某tended to measure the distances to the stars. If we look at a star in January —when Earth is at one point in its orbit — it will seem to be in a different position from where it appears si某 months late. Knowing the widthof Earth’s orbit, the paralla某 shift lets astronomers calculatethe distance.G. June 2022’s transit of Venus was thus more of an astronomical spectacle than a scientifically important event. But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos — detecting Earth-sized planets orbiting other stars.Questions 14-17Reading Passage 2 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter, A-G, in bo某es 14-17 on your answer sheet.14 e某amples of different ways in which the paralla某 principle has been applied15 a description of an event which prevented a transit observation16 a statement about potential future discoveries leading on from transit observations17 a description of physical states connected with Venus whichearly astronomical instruments failed to overcomeQuestions 18-21Look at the following statements (Questions 18-21) and the list of people below.Match each statement with the correct person, A, B, C or D.Write the correct letter, A, B, C or D, in bo某es 18-21 on your answer sheet.18 He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.19 He understood that the distance of the Sun from the Earth could be worked out by comparing obsevations of a transit.20 He realized that the time taken by a planet to go round the Sun depends on its distance from the Sun.21 He witnessed a Venus transit but was unable to make any calculations.List of PeopleA Edmond HalleyB Johannes KeplerC Guillaume Le GentilD Johann Franz EnckeQuestion 22-26Do the following statements agree with the information given in Reading Passage 2?In bo某es 22-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this22 Halley observed one transit of the planet Venus.23 Le Gentil managed to observe a second Venus transit.24 The shape of Venus appears distorted when it starts to pass in front of the Sun.25 Early astronomers suspected that the atmosphere on Venus was to某ic.26 The paralla某 principle allows astronomers to work out howfar away distant stars are from the Earth.3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.A neuroscientist revealshow to think differentlyIn the last decade a revolution has occurred in the way that scientists think about the brain. We now know that the decisions humans make can be traced to the firing patterns of neurons in specific part of the brain. These discoveries have led to the field know as neuroeconomics, which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. A brain that can do this is an iconoclastic one. Briefly, an iconoclast is a person who does something that others say can’t be done.This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence. Each of these three functions utilizes a different circuit in the brain. Naysayers might suggest that the brain is irrelevant, that thinking in an original, even revolutionary, way is more a matter of personality than brain function. But the field ofneuroeconomics was born out of the realization that the physical workings of the brain place limitations on the way we make decisions. By understanding these constraints, we begin to understand why some people march to a different drumbeat.The first thing to realize is that the brain suffers from limited resources. It has a fi某ed energy budget, about the same as a 40 watt light bulb, so it has evolved to work as efficiently as possible. This is where most people are impeded from being an iconoclast. For e某ample, when confronted with information streaming from the eyes, the brain will interpret this information in the quickest way possible. Thus it will draw on both past e某perience and any other source of information, such as what other people say, to make sense of what it is seeing. This happens all the time. The brain takes shortcuts that work so well we are hardly ever aware of them. We think our perceptions of the world are real, but they are only biological and electrical rumblings. Perception is not simply a product of what your eyes or ears transmit to your brain. More than the physical reality of photons or sound waves, perception is product of the brain.Perception is central to iconoclasm. Iconoclasts see things differently to other people. Their brains do not fall into efficiency pitfalls as much as the average person’s brain. Iconoclasts, either because they were born that way or through learning, have found ways to work around the perceptual shortcuts that plague most people. Perception is not something that is hardwired into the brain. It is a learned process, which is both a curse and an opportunity for change. The brain faces the fundamental problem of interpreting physical stimuli from the senses. Everything the brain sees, hears, or toucheshas multiple interpretations. The one that is ultimately chosen is simply the brain’s best theory. In technical terms, these conjectures have their basis in the statistical likelihood of one interpretation over another and are heavily influenced by past e某perience and, importantly for potential iconoclasts, what other people say.The best way to see things differently to other people is to bombard the brain with things it has never encountered before. Novelty releases the perceptual process from the chains of past e某perience and forces the brain to make new judgments. Successful iconoclasts have an e某traordinary willingness to be e某posed to what is fresh and different. Observation of iconoclasts shows that they embrace novelty while mot people avoid things that are different.The problem with novelty, however, is that it tends to trigger the brain’s fear system. Fear is a major impediment to thinking like an iconoclast and stops the average person in his tracks. There are many types of fear, but the two that inhibit iconoclastic thinking and people generally find difficult to deal with are fear of uncertainty and fear of public ridicule. These may seem like trivial phobias. But fear of public speaking, which everyone must do from time to time, afflicts one-thirds of the population. This makes it too common to be considered a mental disorder. It is simply a common variant of human nature, one which iconoclasts do not let inhibit their reactions.Finally, to be successful iconoclasts, individuals must selltheir ideas to other people. This is where social intelligence comes in. Social intelligence is the ability to understand and managepeople in a business setting. In the last decade there has been an e 某plosion of knowledge about the social brain and how the brain works when groups coordinate decision making. Neuroscience has revealed which brain circuits are responsible for functions like understanding what other people think, empathy, fairness, and social identity. These brain regions play key roles in whether people convince others of their ideas. Perception is important in social cognition too. The perception of someone’s enthusiasm, or reputation, can make or break a deal. Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.Iconoclasts create new opportunities in every area from artistic e某pression to technology to business. They supply creativity and innov ation not easily accomplished by committees. Rules aren’t important to them. Iconoclasts face alienation and failure, but can also be a major asset to any organization. It is crucial for success in any field to understand how the iconoclastic mind works.Questions 27-31Choose the correct letter, A, B, C or D.Write the correct letter in bo某es 27-31 on your answer sheet.27 Neuroeconomics is a field of study which seeks toA cause a change in how scientists understand brain chemistry.B understand how good decisions are made in the brain.C understand how the brain is linked to achievement in competitive fields.D trace the specific firing patterns of neurons in different areas of the brain.28 According to the writer, iconoclasts are distinctive becauseA they create unusual brain circuits.B their brains function differently.C their personalities are distinctive.D they make decisions easily.29 According to the writer, the brain works efficiently becauseA it uses the eyes quickly.B it interprets data logically.C it generates its own energy.D it relies on previous events.30 The writer says that perception isA a combination of photons and sound waves.B a reliable product of what your senses transmit.C a result of brain processes.D a process we are usually conscious of.31 According to the writer, an iconoclastic thinkerA centralizes perceptual thinking in one part of the brain.B avoids cognitive traps.C has a brain that is hardwired for learning.D has more opportunities than the average person.Questions 32-37Do the following statements agree with the claims of the writer in Reading Passage 3?In bo某es 32-37 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this32 E某posure to different events forces the brain to thinkdifferently.33 Iconoclasts are unusually receptive to new e某periences.34 Most people are too shy to try different things.35 If you think in an iconoclastic way, you can easily overcome fear.36 When concern about embarrassment matters less, other fears become irrelevant.37 Fear of public speaking is a psychological illness.Questions 38-40Complete each sentence with the correct ending, A-E, below.Write the correct letter, A-E, in bo某es 38-40 on your answer sheet.38 Thinking like a successful iconoclast is demanding because it39 The concept of the social brain is useful to iconoclasts because it40 Iconoclasts are generally an asset because their way of thinkingA requires both perceptual and social intelligence skills.B focuses on how groups decide on an action.C works in many fields, both artistic and scientific.D leaves one open to criticism and rejection.E involves understanding how organizations manage people.剑桥雅思阅读9原文参考译文(test2)1 参考译文：帮助新西兰听觉障碍儿童A儿童的听觉障碍或其他听觉功能的缺陷会对他们的言语与交流能力的开展产生重大的影响，导致他们在学校的学习能力也受到不利影响。
雅思9 test 2小作文
雅思9 test 2小作文英文回答：The topic of the IELTS Writing Task 2 is about the benefits and drawbacks of studying abroad. Studying abroad has become increasingly popular in recent years, and it offers many advantages. Firstly, studying abroad allows students to experience a new culture and broaden their horizons. Living in a foreign country exposes students to different customs, traditions, and ways of thinking, which can help them develop a global perspective and become more open-minded individuals. Secondly, studying abroad provides students with the opportunity to improve their language skills. Immersion in a foreign language environment forces students to communicate in the target language on a daily basis, which can significantly enhance their language proficiency. Lastly, studying abroad can also enhance career prospects. Employers often value candidates who have international experience, as it demonstrates adaptability, cultural awareness, and independence.However, there are also some drawbacks to studying abroad. Firstly, homesickness can be a major issue for many students. Being away from family and friends can be emotionally challenging, especially in the beginning. Students may feel lonely and isolated, and this can affect their overall well-being and academic performance. Secondly, studying abroad can be financially burdensome. Tuition fees, accommodation, and living expenses in a foreign country can be expensive, and not all students have the financial means to support themselves. Lastly, studying abroad may also create a sense of disconnection from one's own culture and identity. Students may struggle with the clash of valuesand norms between their home country and the host country, which can lead to a sense of identity crisis.中文回答：关于留学的好处和坏处是雅思写作任务2的主题。
剑桥雅思9写作解析test2
剑桥雅思9写作解析test2⼩作⽂题⽬：The chart below shows the total number of minutes (in billions) of telephone calls in the UK, divided into three categories, from 1995- 2002. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.范⽂：The bar chart shows three types of telephone calls made in the UK between 1995 and 2002, according to how many minutes they lasted in total. Local fixed line calls lasted 72 billion minutes in 1995, rising gradually to 90 billion in 1998. The following year, the number peaked at 91 billion. Thereafter, it gradually declined to 73 billion in 2002. National and international fixed line calls lasted 37 billion minutes in 1995. The figure then rose slowly to 50 billion in 1999. There was a bigger increase in 2000 to 57 billion followed by smaller rises to 60 billion and 61 billion in 2001 and 2002 respectively. Mobile calls lasted 3 billion minutes in 1995, increasing to 10 billion in 1998. Thereafter, the increases were larger, to 15 billion in 1999, 27 billion in 2000 and 38 billion in 2001. In 2002 there was another rise to 44 billion.Overall, the number of minutes for local fixed line calls rose then fell and was always the highest. The number for national and international fixed line calls increased every year and was always the second highest, whilst the number for mobiles rose every year, especially after 1999, but was always the lowest.⼤作⽂题⽬：Some people believe that unpaid community service should be a compulsory part of high school programmes (for example working for a charity, improving the neighbourhood or teaching sports to younger children). To what extent do you agree or disagree?范⽂：参考译⽂1——⽆偿社区服务应该是强制性的In this essay, I shall explain why I think that it is a good idea for secondary school students to do compulsory community service.The main reason that I believe this is that it provides secondary school students with wider knowledge about, and experience of, their community and society in general. Some types of community service involve working with sick or disabled people, giving students the opportunity to help those who are less fortunate. Other kinds of community service give students the chance to work with children or work on projects to improve the community. All of these broaden horizons and demonstrate to students what their place in society is.Another key advantage of community service for secondary school students is that it can provide them with some work experience. This is particularly true in some sectors, such as health care, but I think that community service generally provides people with a work ethic which will obviously be helpful throughout their lives. The fact that the work is unpaid might inspire some studentsto continue with community service even when it is not a compulsory part of their secondary school curriculum.In addition, many community services suffer from a lack of volunteers, so using secondary school students in this way provides enough people to meet this shortfall. The supply of students is very likely to continue as older students leave school but new ones enter, so the provision of these community services is almost guaranteed.To conclude, I think having secondary school students do community service is an excellent idea.参考译⽂2——⽆偿社区服务不应该是强制性的In this essay, I shall explain why I think that unpaid community service should not be compulsory for high school students. For me, the most important reason why community service should not be compulsory for high school students is that they should be focusing on other things. I think it is much more important for high school students to study academic subjects –like maths, languages, science and computing –that will help them to get into higher education and then get better jobs when they enter the workforce. This is the primary purpose of schools. Compulsory community service would be a distraction from this.Of course, there are some students who would like to do community service and would find it useful in their future careers. They could do it during school hours if they wish. However, this does not mean that it should be compulsory for every student. In fact, making it compulsory could have negative effects if the students have to do work that they do not want to door do not see the use in doing. Students who want to do community service can also easily find ways to it outside school hours, e. g. in the evenings, at the weekends or during the school holidays.To conclude, I strongly disagree with the idea that unpaid community service should be compulsory for high school students, but I think that community service is a good thing for society and should be available to high school students who want to do it.。
剑桥雅思9 口语 Test2 参考答案
剑桥雅思9 口语Test2 参考答案－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－答案编辑者：上海环球雅思口语名师：李宁（英国剑桥国际考试委员会IGCSE & A Level 口语考官）PART 1The examiner asks the candidates about him/herself, his/her home, work or studies and other familiar topics.SAMPLEGiving giftsWhen do people give gifts or presents in your country?In the UK, there are many occasions to give gifts. Most gifts are exchanged on Christmas Day, on December 25th, which is a Christian festival celebrating the birth of Jesus. But we also give gifts on birthdays, weddings, house warmings, graduation days, wedding anniversaries, and Valentine's Day. Another Christian tradition is to exchange chocolate eggs on Easter Sunday.Do you ever take a gift when you visit someone in their home/[why/why not?]If they are having a house warming party, then it is common to buy a gift, usually a decoration for their new home. Or if they invite you for dinner, it is usual for the guest to bring a bottle of wine to drink with the meal.When did you last receive a gift?[what was it]My parents came to visit me during the Chinese Spring Festival, and they brought me some of my favourite foods and drinks over from the UK which I cannot buy in China. Although these gifts were not expensive, they were very special!Do you enjoy looking for gifts for people?[why/ why not?]Yes, I really enjoy looking for gifts for people, especially my close friends and family. There is a saying in my country; 'there is far more joy in giving a gift than receiving one'.PART 2Describe something you did that was new or excitingYou should say:What you didWhere and when you did thisWho you shared the activity withAnd explain why this activity was new and exciting for you.You will have to talk about this topic for one to two minutes.You have one minute to think about what you are going to say.You can make some notes to help you if you wish.I have always been afraid of heights, ever since I was young. I don't even like standing too close to the railings of a high balcony! Many of my friends would find this amusing, and laugh and joke about it. I wanted to try and overcome this fear, so I agreed to go skydiving with my university friends!Skydiving involves jumping out of a plane, free-falling 10,000 feet, and then parachuting 3,000feet to the ground, all in about 5 minutes! In short, this was my idea of hell! But I had to do it.So my friends and I joined the university skydiving team and took the bus to Camberwell Bay in the Lake District.We spent all day training on the Saturday. We learnt all about how to jump out of the plane, the position we should adopt while we are free-falling, how to use the radio, and most importantly how to release the emergency parachute if things went wrong!Obviously, I would need to train a lot longer than one day to obtain a skydiving license and jump solo. But I was allowed to jump by myself from 4,000 feet on a static line, which means I didn't need to pull the parachute out by myself.I enjoyed it so much that I immediately signed up to do it again, but this time to do a tandem dive from 14,000 feet, where I would be attached to a professional diver!It was incredible; the feeling of falling through the sky, eyes watering from the wind, the tiny cars and buildings below which were so small they looked like ants on the ground. It was the most exhilarating and exciting thing I've ever done!Part 3Doing new thingsExample questions:Why do you think some people like doing new things?Trying new things is a great way to break away from daily routine. Many people get bored by doing the same things everyday. Trying new activities is exciting, and can also help people meet new friends!What problems can people have when they try new activities for the first time? There are a few problems which arise from trying things for the first time. Firstly, if the activity is dangerous, then extra care must be taken to ensure an accident doesn't happen. For example, skiing can be dangerous, so you must take care and go slowly until you are more competent on the slopes! Sometimes, new activities can be challenging and difficult, especially if the activity is technical. Subsequently many people may be turned off the idea of trying it again because it is "too hard". Take playing the violin for example. I used to play the violin, and it took about six months for my sister to stop complaining that it sounded more like a screeching cat than a musical instrument! But with persistence and hard work, I eventually learnt to play it very well. Many people might just give up if something is too difficult, but they should be reminded that such things take time, and the rewards later will be worth it.Do you think it’s best to do new things on you own or with other people?why?In general, I think its better to do new things in groups, so that you can all learn and have fun together!However, if some people are naturally very good at the activity, it can make others feel inadequate, so in these situations it might be useful to try it on your own, or in small groups of similar ability. Either way, you should not compare yourself to others, but just have fun!Learning new thingsSample questions:What kinds of things do children learn to do when they are very young? How important are these things?Children are like sponges when they are young; they are constantly learning, and it is probably the most important part of their development. They are learning essential skills, such as how to communicate and interact with others. However, it is also a very delicate period of their life, as they are also learning about morals standards; what is right and what is wrong. Subsequently, care must be taken to ensure they are developing and learning properly.Do you think children and adults learn to do new things in the same way? How is their learning style different?Definitely not. I think children and adults learn in very different ways. Children learn much more through experiences. Their brains are more flexible and fluid. As such, they can learn new languages much more quickly. Adult brains are more rigid, and as such find it harder to just pick up new languages. However, adult brains are more developed to analyse and make judgements. If they are told something new, they are far more likely to question what they are learning, whereas children are more likely to just accept it.Some people say that it is more important to be able to learn new things now than it was in the past. Do you agree or disagree with that? Why?I largely agree with this statement, because the world is changing much more rapidly now than ever before. Technology is constantly improving and becoming more advanced. The way we go about our daily lives is ever changing, so we must be willing to changewith it. For example, only 20 years ago, many companies didn't have computers or the internet. Nowadays, almost every company will use a computer and the internet in some way. It is very important to learn these new skills to keep up with society.感谢阅读，欢迎大家下载使用！。
剑桥雅思9Test2Passage1阅读参考译文
雅思为各位考生推荐复习材料-剑桥雅思9Test2Passage1阅读参考译文-帮助新西兰听觉障碍儿童,相应的解析，请点击：剑桥雅思9Test2阅读Passage1答案解析。
PASSAGE 1 参考译文：帮助新西兰听觉障碍儿童A儿童的听觉障碍或其他听觉功能的缺陷会对他们的言语与交流能力的发展产生重大的影响，导致他们在学校的学习能力也受到不利影响。
这对个人甚至全体人民来讲都很可能会产生重大后果。
新西兰卫生部从一项进行了 20多年的研究中发现该国有6%到10%的孩子有听觉障碍。
B新西兰的一项初步研究显示，教室噪音是老师和学生关注的一大问题。
现代教学实践活动、教室中课桌的布局、糟糕的音响效果以及空调通风口产生的噪音，都使许多孩子无法听清老师所讲的内容。
教育研究者Nelson与Soli也表明，现代学习方式中多种思想与方法协作交互获取信息与个人获取信息同等重要。
而这一切都意味着活动量与噪音级别的增加，这对患有听觉功能障碍的孩子产生的潜在影响尤为严重。
教室噪音只会加重他们在与同学进行语言沟通时的误解,并且使他们无法很好地理解教师的指示。
C教室噪音使患有听觉缺陷的孩子在学习中不能发挥他们的最大潜能。
在典型的课堂环境中，噪音对孩子们髙效学习能力的影响越来越受到人们的关注。
在世界卫生组织的建议下，国际噪声控制工程学会 (I-INCE)成立了一个国际工作小组来评估学校教室噪音与回声控制，新西兰也是小组成员。
D虽然教室噪音不只会给残疾孩子带来不利影响，但是那些在语言沟通方面有障碍的孩子们显然是更大的受害者。
所谓的听觉功能缺陷包括听觉障碍、自闭症谱系障碍(ASD)和注意力缺陷障碍(ADD/ ADHD，也称“注意力缺乏症”)。
E自闭症被认为是一种由神经系统与遗产基因紊乱引起的终生疾病，患者在处理信息时会产生偏差。
这种疾病的特点是社会想象力、社会交往与社会互动之间出现了问题。
根据Janzen 的说法，这种疾病影响了人们的多种能力：比如以正常方式理解并与他人相处的能力、了解事件及其周遭事物的能力，以及理解或回应感官刺激的能力。
剑桥雅思9Test2
Test 2LISTENING SECTION 1 Questions 1-10Complete the form below.Write ONE WORD AND/OR A NUMBER for each answer.SECTION 2 Questions 11-20Questions 11-13Complete the table below.Write NO MORE THAN THREE WORDS for each answer.Parks and open spacesQuestions 14-16Choose the correct letter, A, B or C.Longfield Park14As part of Monday’s activity, visitors willA prepare food with herbs.B meet a well-known herbalist.C dye cloth with herbs.15 For the activity on Wednesday,A only group bookings are accepted.B visitors should book in advance.C attendance is free.16 For the activity on Saturday, visitors shouldA come in suitable clothing.B make sure they are able to stay for the whole day.C tell the rangers before the event what they wish to do. Questions 17-20Label the map below.Write the correct letter, A-I, next to questions 17-20.Hinchingbrooke Park17 bird hide ______18 dog-walking area ______19 flower garden ______20 wooded area ______SECTION 3 Questions 21-30Questions 21-24Choose the correct letter, A, B or C.Self-Access Centre21 Students want to keep the Self-Access Centre becauseA they enjoy the variety of equipment.B they like being able to work on their own.C it is important part of their studies.22 Some teachers would prefer toA close the Self-Access Centre.B move the Self-Access Centre elsewhere.C restrict access to the Self-Access Centre.23The students’ main concern about using the library would beA the size of the library.B difficulty in getting help.C the lack of materials.24 The Director of Studies is concerned aboutA the cost of upgrading the centre.B the lack of space in the centre.C the difficulty in supervising the centre.Questions 25-30Complete the notes below.Write NO MORE THAN WORDS for each answer.SECTION 4 Questions 31-40 Complete the notes below.Write ONE WORD ONLY for each answer.READINGREADING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.A.Hearing impairment or other auditory function deficit in young children can havea major impact on their development of speech and communication, resulting ina detrimental effect on their ability to learn at school. This is likely to have majorconsequences for the individual and the population as a whole. The NewZealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.B. A preliminary study in New Zealand has shown that classroom noise presents amajor concern for teachers and pupils. Modern teaching practices, theorganization of desks in the classroom, poor classroom acoustics, andmechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Educationresearchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for childrenexperiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication withother children and instructions from the teacher.C.Children with auditory function deficit are potentially failing to learn to theirmaximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroomenvironments are now the subject of increasing concern. The InternationalInstitute of Noise Control Engineering (I-INCE), on the advice of the WorldHealth Organization, has established an international working party, whichincludes New Zealand, to evaluate noise and reverberation control for schoolrooms.D.While the detrimental effects of noise in classroom situations are not limited tochildren experiencing disability, those with a disability that affects theirprocessing of speech and verbal communication could be extremely vulnerable.The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).E.Autism is considered a neurological and genetic life-long disorder that causesdiscrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbalinformation and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to beadversely affected in their ability to process information.F.The attention deficit disorders are indicative of neurological and geneticdisorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity.Background noise in the classroom becomes a major distraction, which canaffect their ability to concentrate.G.Children experiencing an auditory function deficit can often find speech andcommunication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generatedinside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change inclassroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form ofauditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities.Their needs are less likely to be met than those of children with knowndisabilities.H.The New Zealand Government has developed a New Zealand Disability Strategyand has embarked on a wide-ranging consultation process. The strategyrecognizes that people experiencing disability face significant barriers inachieving a full quality of life in areas such as attitude, education, employment and access to service. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successfuleducation, the learning environment is vitally significant, so any effort toimprove this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.I. A number of countries are already in the process of formulating their ownstandards for the control and reduction of classroom noise. New Zealand willprobably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to thosestudents experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in thesetting of appropriate international standards to be promulgated in future. Questions 1-6Reading Passage 1 has nine sections, A-I.Which section contains the following information?Write the correct letter, A-I, in boxes 1-6 on your answer sheet.1 an account of a national policy initiative2 a description of a global team effort3 a hypothesis as to one reason behind the growth in classroom noise4 a demand for suitable worldwide regulations5 a list of medical conditions which place some children more at risk from noisethan others6 the estimated proportion of children in New Zealand with auditory problems Questions 7-10Answer the questions below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 7-10 on your answer sheet.7 For what period of time has hearing loss in schoolchildren been studied in NewZealand?8 In addition to machinery noise, what other type of noise can upset children withautism?9 What term is used to describe the hearing problems of schoolchildren whichhave not been diagnosed?10 What part of the New Zealand Disability Strategy aims to give schoolchildrenequal opportunity?Questions 11 and 12Choose TWO letters, A-F.Write the correct letters in boxes 11 and 12 on your answer sheet.The list below includes factors contributing to classroom noise.Which TWO are mentioned by the writer of the passage?A current teaching methodsB echoing corridorsC cooling systemsD large class sizesE loud-voiced teachersF playground gamesQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in box 13 on your answer sheet.What is the writer’s overall purpose in writing this article?A to compare different methods of dealing with auditory problemsB to provide solutions for overly noisy learning environmentsC to increase awareness of the situation of children with auditory problemsD to promote New Zealand as a model for other countries to followREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Venus in transitJune 2004 saw the first passage, known as a ‘transit’, of the planet Venus across the face of the sun in 122 years. Transits have helped shape our view of the whole Universe, as Heather Cooper and Nigel Henbest explainA.On 8 June 2004, more than half the population of the world were treated to arare astronomical event. For over six hours, the planet Venus steadily inched its way over the surface of the Sun. This ‘transit’ of Venus was the first since 6December 1882. On that occasion, the American astronomer Professor Simon Newcomb led a party to South Africa to observe the event. They were based at girls’ school, where— it is alleged — the combined forces of threeschoolmistresses outperformed the professionals with the accuracy of theirobservations.B.For centuries, transits of Venus have drawn explorers and astronomers alike tothe four corners of the globe. And you can put it all down to the extraordinary polymath Edmond Halley. In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St Helena in the South Pacific. He realized that, from different latitudes, the passage of the planetacross the Sun’s disc would appear to differ. By timing the transit from twowidely-separated locations, teams of astronomers could calculate the parallax angle — the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allowastronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun. This distance is known as the ‘astronomical unit’ or AU.C.Halley was aware that the AU was one of the most fundamental of allastronomical measurements. Johannes Kepler, in the early 17th century, hadshown that the distances of the planets from the Sun governed their orbitalspeeds, which were easily measurable. But no-one had found a way to calculate accurate distances to the planets from the Earth. The goal was to measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale of the Solar System would fall into place. However, Halley realized thatMercury was so far away that its parallax angle would be very difficult todetermine. As Venus was closer to the Earth, its parallax angle would be larger, and Halley worked out that by using Venus it would be possible to measure the Sun’s distanc e to 1 part in 500. But there was a problem: transits of Venus,unlike those of Mercury, are rare, occurring in pairs roughly eight years apartevery hundred or so years. Nevertheless, he accurately predicted that Venuswould cross the fact of the Sun in both 1761 and 1769 —though he didn’tsurvive to see either.D.Inspired by Halley’s suggestion of a way to pin down the scale of the SolarSystem, teams of British and French astronomers set out on expeditions toplaces as diverse as India and Siberia. But th ings weren’t helped by Britain and France being at war. The person who deserves most sympathy is the Frechastronomer Guillaume Le Gentil. He was thwarted by the fact that the Britishwere besieging his observation site at Pondicherry in India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit — but the ship’s pitching and rolling ruled out any attempt at making accurate observations.Undaunted, he remained south of the equator, keeping himself busy by studying the islands of Maurtius and Madagascar before setting off to observe the next transit in the Philippines. Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispirting experience.E.While the early transit timings were as precise as instruments would allow, themeasurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular-which makes it difficult toestablish timings. This is due to diffraction of light. The second problem is that Venus exhibits a halo of light when it is seen just outside the sun’s disc. While this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.F.But astronomers laboured hard to analyse the results of these expeditions toobserve Venus transits. Johann Franz Encke, Director of the Berlin Observatory,finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today’s value of 149,597,870 km, determined by radar, which has now supersededtransits and all other methods in accuracy. The AU is a cosmic measuring rod, and the basis of how we scale the Universe today. The parallax principle can be extended to measure the distances to the stars. If we look at a star in January-when Earth is at one point in its orbit-it will seem to be in a different position from where it appears six months late. Knowing the width of Earth’s orbit, the parallax shift lets astronomers calculate the distance.G.June 2004’s transit of Venus was thus more of an astronomical spectacle than ascientifically important event. But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos-detecting Earth-sized planets orbiting other stars.Questions 14-17Reading Passage 2 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter, A-G, in boxes 14-17 on your answer sheet.14 examples of different ways in which the parallax principle has been applied15 a description of an event which prevented a transit observation16 a statement about potential future discoveries leading on from transitobservations17 a description of physical states connected with Venus which early astronomicalinstruments failed to overcomeQuestions 18-21Look at the following statements (Questions 18-21) and the list of people below. Match each statement with the correct person, A, B, C or D.Write the correct letter, A, B, C or D, in boxes 18-21 on your answer sheet.18 He calculated the distance of the sun from the Earth based on observations ofVenus with a fair degree of accuracy.19 He understood that the distance of the Sun from the Earth could be worked outby comparing obsevations of a transit.20 He realize that the time taken by a planet to go round the Sun depends on itsdistance from the Sun.21 He witnessed a Venus transit but was unable to make any calculations.Question 22-26Do the following statements agree with the information given in Reading Passage 2? In boxes 22-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this22 Halley observed one transit of the planet Venus.23 Le Gentil managed to observe a second Venus transit.24 The shape of Venus appears distorted when it starts to pass in front of the Sun.25 Early astronomers suspected that the atmosphere on Venus was toxic.26 The parallax principle allows astronomers to work out how far away distantstars are from the Earth.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.A neuroscientist revealshow to think differentlyIn the last decade a revolution has occurred in the way that scientists think about the brain. We now know that the decisions humans make can be traced to the firing patterns of neurons is specific part of the brain. These discoveries have led to the field know as neuroeconomics, which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. A brain that can do this is an iconoclastic one. Briefly, an iconoclast is a person who does so mething that others say can’t be done.This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence. Each of these three functions utilizes a different circuit in the brain. Naysayers might suggest that the brain is irrelevant, that thinking in an original, even revolutionary, way is more a matter of personality than brain function. But the field of neuroeconomics was born out of the realization that the physical workings of the brain place limitations on the way we make decisions. Byunderstanding these constraints, we begin to understand why some people march to a different drumbeat.The first thing to realize is that the brain suffers from limited resources. It has a fixed energy budget, about the same as a 40 watt light bulb, so it has evolved to work as efficiently as possible. This is where most people are impeded from being an iconoclast. For example, when confronted with information streaming from the eyes, the brain will interpret this information in the quickest way possible. Thus it will draw on both past experience and any other source of information, such as what other people say, to make sense of what it is seeing. This happens all the time. The brain takes shortcuts that work so well we are hardly ever aware of them. We think our perceptions of the world are real, but they are only biological and electrical rumblings. Perception is not simply a product of what your eyes or ears transmit to your brain. More than the physical reality of photons or sound waves, perception is product of the brain.Perception is central to iconoclasm. Iconoclasts see things differently to other people. Their brains do not fal l into efficiency pitfalls as much as the average person’s brain. Iconoclasts, either because they were born that way or through learning, have found ways to work around the perceptual shortcuts that plague most people. Perception is not something that is hardwired into the brain. It is a learned process, which is both a curse and an opportunity for change. The brain faces the fundamental problem of interpreting physical stimuli from the senses. Everything the brain sees, hears, or touches has multiple interpretations. The one that is ultimately chosen is simply the brain’s best theory. In technical terms, these conjectures have their basis in the statistical likelihood of one interpretation over another and are heavily influenced by past experience and, importantly for potential iconoclasts, what other people say. The best way to see things differently to other people is to bombard the brain with things it has never encountered before. Novelty releases the perceptual process from the chains of past experience and forces the brain to make new judgments. Successful iconoclasts have an extraordinary willingness to be exposed to what is fresh and different. Observation of iconoclasts shows that they embrace novelty while mot people avoid things that are different.The problem with novelty, however, is that it tends to trigger the brain’s fear system. Fear is a major impediment to thinking like an iconoclast and stops the average person in his tracks. There are many types of fear, but the two that inhibit iconoclastic thinking and people generally find difficult to deal with are fear of uncertainty and fear of public ridicule. These may seem like trivial phobias. But fear of public speaking, which everyone must do from time to time, afficts one-thirds of the population. This makes it too common to be considered a mental disorder. It is simply a common variant of human nature, one which iconoclasts do not let inhibit their reactions.Finally, to be successful iconoclasts, individuals must sell their ideas to other people. This is where social intelligence comes in. Social intelligence is the ability to understand and manage people in a business setting. In the last decade there has been an explosion of knowledge about the social brain and how the brain works when groups coordinate decision making. Neuroscience has revealed which brain circuits are responsible for functions like understanding what other people think, empathy, fairness, and social identity. These brain regions play key roles in whether people convince others of their ideas. Perception is important in social cognition too.The perception of someone’s enthusiasm, or reputation, can make or break a deal. Understanding how perception becomes intertwined with social decision making shows why successful iconoclast are so rare.Iconoclasts create new opportunities in every area from artistic expression to technology to business. They supply creativity and innovation not easily accomplished by committees. Rules aren’t important to them. Iconoclasts face alienation and failure, but can also be a major asset to any organization. It is crucial for success in any field to understand how the iconoclastic mind works. Questions 27-31Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-31 on your answer sheet.27 Neuroeconomics is a field of study which seeks toA cause a change in how scientists understand brain chemistry.B understand how good decisions are made in the brain.C understand how the brain is linked to achievement in competitive fields.D trace the specific firing patterns of neurons in different areas of the brain.28 According to the writer, iconoclasts are distinctive becauseA they create unusual brain circuits.B their brains function differently.C their personalities are distinctive.D they make decisions easily.29 According to the writer, the brain works efficiently becauseA it uses the eyes quickly.B it interprets data logically.C it generates its own energy.D it relies on previous events.30 The writer says that perception isA a combination of photons and sound waves.B a reliable product of what your senses transmit.C a result of brain processes.D a process we are usually conscious of.31 According to the writer, an iconoclastic thinkerA centralizes perceptual thinking in one part of the brain.B avoids cognitive traps.C has a brain that is hardwired for learning.D has more opportunities than the average person.Questions 32-37Do the following statements agree with the claims of the writer in Reading Passage 3? In boxes 32-37 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this32 Exposure to different33 Iconoclasts are unusually receptive to new experiences.34 Most people are too shy to try different things.35 If you think in an iconoclastic way, you can easily overcome fear.36 When concern about embarrassment matters less, other fears become irrelevant.37 Fear of public speaking is a psychological illness.Questions 38-40Complete each sentence with the correct ending, A-E, below.Write the correct letter, A-E, in boxes 38-40 on your answer sheet.38 Thinking like a successful iconoclast is demanding because it39 The concept of the social brain is useful to iconoclasts because it40 Iconoclasts are generally an asset because their way of thinkingWRITINGWRITING TASK 1You should spend about 20 minutes on this task.Write at least 150 words.UK telephone calls, by category, 1995-2002Call type:Local-fixed lineNational and international-fixed lineMobiles (all calls)WRITING TASK 2You should spend about 40 minutes on this task.Write about the following topic.Give reasons for your answer and include any relevant examples from your own knowledge or experience.Write at least 250 words.SPEAKINGPART 1The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.EXAMPLEGiving gifts●When do people given gifts or presents in your country?●Do you ever take a gift when you visit someone in their home? [Why/Why not?] ●When did you last receive a gift? [What was it?]●Do you enjoy looking for gifts for people? [Why/Why not?]PART 2You will have to talk about the topic forone to two minutes.You have one minute to think aboutwhat you are going to say.You can make some notes to help you ifyou wish.PART 3Discussion topics:Doing new thingsExample questions:Why do you think some people like doing new things?What problems can people have when they try new activities for the first time?Do you think it’s best to do new things on your own or with other people? Why? Learning new thingsExample questions:What kinds of things do children learn to do when they are very young? How important are these things?Do you think children and adults learn to do new things in the same way? How is their learning style different?Some people say that it is more important to be able to learn new things now than it was in the past. Do you agree or disagree with that? Why?。
剑桥雅思9Test2雅思写作task2范文
本次，小编为大家带来的是剑桥雅思9Test2雅思写作task2范文。
剑9下载，请点击：WRITING TASK 2Some people believe that unpaid community service should be a compulsory part of high school programmes (for example working for a charity, improving the neighbourhood or teaching sports to younger children). To what extent do you agree or disagree?a) 题目分析，包括写作中需要涉及的要点以及考生可能对题目产生的错误理解。
1. 题目问的无报酬的强制性社区服务，不是自愿的或者可选择的服务。
2. 题目说的是在高中阶段进行这种社区服务。
b) 建议的写作结构，对比此结构与考生有可能采用的不恰当结构。
这篇作文需要一个简短介绍和一个简要结论。
正文应该有两到三个段落，每段阐述一个要点。
考生可以选择写两个段落分别阐述两个论点，或者用一个段落同时阐述两个论点。
二者皆可。
c) 两篇观点不同的参考译文(250 字——300 字)剑桥雅思9Test2雅思写作task2范文参考译文1——无偿社区服务应该是强制性的In this essay, I shall explain why I think that it is a good idea for secondary school students to do compulsory community service.The main reason that I believe this is that it provides secondary school students with wider knowledge about, and experience of, their community and society in general. Some types of community service involve working with sick or disabled people, giving students the opportunity to help those who are less fortunate. Other kinds of community service give students the chance to work with children or work on projects to improve the community. All of these broaden horizons and demonstrate to students what their place in society is.Another key advantage of community service for secondary school students is that it can provide them with some work experience. This is particularly true in some sectors, such as health care, but I think that community service generally provides people with a work ethic which will obviously be helpful throughout their lives. The fact that the work is unpaid might inspire some students to continue with community service even when it is not a compulsory part of their secondary school curriculum.In addition, many community services suffer from a lack of volunteers, so using secondary school students in this way provides enough people to meet this shortfall. The supply of students is very likely to continue as older students leave school but new ones enter, so the provision of these community services is almost guaranteed.To conclude, I think having secondary school students do community service is anexcellent idea.(260 words)在这篇文章里，我会阐述为什么我认为高中生进行强制性的社区服务是一个好主意。
剑桥雅思9听力解析test2(可编辑修改word版)
Section1Question 1 Bhatt听前预测：定位词和提示词为 Anu，此处应填姓氏。
题目解析：本题难度不大，跟上录音中字母拼写即可，注意 double t 的表达方式，首字母大写。
Question 2 31 March听前预测：定位词为和提示词为 Date，此处应填日期。
题目解析：注意录音中 31 March 1972 为英式读法：thirty first of March, nineteen seventy two。
根据定位词和提示词，此处填写日期 31 March 即可。
Question 3 nursing听前预测：定位词和提示词为 Course，此处应填名词(课程名称)。
题目解析：本题难度不大，所听即所得，听好定位词，提问：“And what will you be studying?”回答：“I’m doing a course in nursing.”(你学什么的?我正在学一门护理课程。
)故答案为 nursing。
Question 4 2听前预测：定位词为 in hall，提示词为 Number of years，此处应填数字。
题目解析：本题难度不大，所听即所得，出题句：…it’ll take three years but I’d only like to stay in hall for two。
其中 but 后的数字 2 为本题答案。
Question 5 meat听前预测：定位词为 dietary requirement，提示词为 no，此处应填名词。
题目解析：提问：…do you have any special diet, anything we should know about?(你对饮食有何特殊要求，可以告诉我们吗?)回答：Yes, I don’t take red meat。
(我不吃红肉。
)故本题答案为meat。
Question 6 bedsit听前预测：定位词为 single，提示词为 a、room type，此处应填名词(单数)。
剑桥雅思9Test2 PASSAGE 3阅读 参考译文
雅思为各位考生推荐复习材料-剑桥雅思9TEST 2 PASSAGE 3阅读参考译文-神经科学家解密创新思考,相应的解析，请点击：剑桥雅思9Test2阅读Passage3答案解析。
TEST 2 PASSAGE 3 参考译文：神经科学家解密创新思考在过去十年里，科学家对大脑的认识方式发生了一场变革。
现在我们知道人们所做的决定源自大脑特定部分的神经元的放电模式。
这些发现导致了神经经济学的出现，神经经济学研究的是经济环境下大脑成功的秘诀，而这就需要创新，需要不走竞争者走过的寻常路。
能做到这些的人可以谓之传统叛逆者。
简而言之，传统叛逆者做的是别人认为不可为而他却能有所作为的事情。
该定义说明传统叛逆者与众不同，更确切地说，是他们的大脑异于常人，表现在以下三个方面：认知力、恐惧反应力以及社交能力。
这三个功能在大脑中各有一条不同的回路。
反对者可能会认为大脑与此无关，他们觉得原创性及革命性的思维方式与其说是大脑的功能，还不如说是一种个性的体现。
但是，神经经济学的诞生正是基于这样一个新的发现，那就是大脑的生理功能实际上会制约我们的判断力。
通过理解这些制约条件，我们就会明白为什么有些人爱唱反调。
首先要明白的一点是，大脑受制于有限的资源。
它有固定的能量预算值，相当于一个40瓦灯泡的能量，因此大脑就进化出了一种尽可能高效的工作方式，这也就是大多数人之所以不爱唱反调的原因。
比如，面对眼前源源不断输入的信息时，大脑会尽可能以最便捷的方式解读这些信息。
为此，大脑会借鉴过往经验以及其他任何信息来源，比如別人所说的话，来解读眼睛所看到的信息。
这种过程无处不在。
大脑如此善于走捷径以至于我们对此毫不知情。
我们以为我们对世界的感知是真实的，但其实这种感知只不过是身体和电流对我们撒的小谎。
认知不只是我们的眼睛与耳朵传给大脑的信息。
认知是大脑的产物，而不只是物理现实中光子或声波的产物。
认知是反传统论的核心。
传统叛逆者与别人看问题的方法大相径庭，他们的大脑不像普通人的大脑那样容易掉进高效思维的陷阱。
高效攻克雅思听力词汇之剑9Test2Section2雅思词汇详解
高效攻克雅思听力词汇之剑9Test2Section2雅思词汇详解高效攻克雅思听力词汇之剑9Test2Section2雅思词汇详解雅思听力词汇作为备考雅思听力的基础，一直备受烤鸭们的关注，也让很多考生头疼：究竟怎样才能高效积累雅思听力词汇呢?高效备考雅思听力词汇，方法很关键，好的方法甚至可以达到事半功倍、一举两得的效果。
今天前程百利雅思小编就为大家整理了高效攻克雅思听力词汇之剑9Test2 Section2雅思词汇详解，教大家如何在做真题的过程中积累雅思听力词汇。
剑9Test2Section2的听力是关于一个印度女生想住在学校宿舍，登记个人信息的对话。
下面就让我们一起来详细看看本文中出现的雅思词汇吧。
一、雅思词汇详解1、common n.公共草地原文：This has been public land for hundreds of years, and what you'll find interesting is that the River Ouse, which flows into the sea eight kilometers away, had its source in the common.这里几百年以来一直是公共用地，另外你会发现很有趣的是，流向80公里以外的大海的乌斯河的发源地就在这片公共用地。
Common常见的用法是形容词，表示“共同的”，但是在这里是名词，含义和“public land”相近。
2、reintroduce v.重新引进，再度介绍原文：In the past willows were grown here commercially for basket-making, and this ancient craft recently been reintroduced.过去这里的人们为了编篮子而商业种植柳树，这一传统的工艺最近刚刚恢复。
3、hedge n.树篱原文：You'll have a chose of all sports of activities, from planting hedges to picking up litter, so you'll be able to changefrom one to another when you feel like it.你可以在各种不同的活动中做选择，可以去种植树篱，或者去捡拾垃圾，你也可以根据自己的喜好更换活动。
雅思-IELTS-剑9-测试二-reading-1
剑桥雅思9 测试二Reading Passage 1You should spend about 20 minutes on Question 1-13 which are based on Reading Passage 1 below.AHearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-19% of children in that country are affected by hearing loss.BA preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.CChildren with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).DAutism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.EThe attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustain ing attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.FChildren experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by roomreverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.GThe New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to services. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all ch ildren, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.HA number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.生词查了一遍Aimpairment名：损伤，损害auditory听觉的，听觉器官的。