剑桥雅思CambridgeIeltsV4 02
剑桥雅思分类
剑桥雅思分类【最新版】目录1.剑桥雅思简介2.剑桥雅思分类3.各类别考试内容和难度4.如何选择适合自己的剑桥雅思考试正文【剑桥雅思简介】剑桥雅思（Cambridge IELTS）是国际英语语言测试系统（International English Language Testing System）的简称，是一种全球范围内广泛接受的英语能力测试。
剑桥雅思考试分为两种类型：学术类（Academic）和培训类（General Training）。
【剑桥雅思分类】1.学术类（Academic）：适用于希望进入英语国家的大学、研究院等高等教育机构的学生。
学术类雅思考试主要测试考生的学术英语能力，包括听力、阅读、写作和口语四个部分。
2.培训类（General Training）：适用于希望移民、找工作或参加职业培训课程的人士。
培训类雅思考试主要测试考生的实用英语能力，包括听力、阅读和写作三个部分。
【各类别考试内容和难度】1.学术类（Academic）：（1）听力：测试考生在学术环境中理解英语的能力，包括讲座、研讨会、学术讲座等场景。
（2）阅读：测试考生阅读和理解学术文章的能力，包括文章类型如学术论文、书籍、杂志等。
（3）写作：测试考生在学术环境下写作的能力，包括图表作文、议论文等。
（4）口语：测试考生在学术环境下进行交流的能力，包括与考官进行一对一的讨论。
2.培训类（General Training）：（1）听力：测试考生在日常生活和职业场景中理解英语的能力，包括对话、访谈、通知等场景。
（2）阅读：测试考生阅读和理解日常英语文章的能力，包括文章类型如报纸、杂志、广告等。
（3）写作：测试考生在日常和职业场景下写作的能力，包括书信、报告、摘要等。
（4）口语：测试考生在日常生活中进行交流的能力，包括与考官进行一对一的讨论。
【如何选择适合自己的剑桥雅思考试】考生在选择剑桥雅思考试时，需要根据个人的需求和目标来判断。
如果考生希望进入英语国家的高等教育机构，应选择学术类（Academic）雅思考试；如果考生的目标是移民、找工作或参加职业培训课程，则应选择培训类（General Training）雅思考试。
雅思IELTS基本概况
雅思(International English Language Testing System)，简称IELTS，中文名为国际英语语言测试系统)是由英国文化协会(The British Council，即英国驻华大使馆/总领事馆文化教育处)、剑桥大学考试委员会(CESOL)和澳大利亚教育国际开发署(IDP Australia)共同举办的国际英语水平测试。此项考试是为申请赴英语国家(美国、英国、澳大利亚、加拿大、新西兰等)留学、移民的非英语国家学生而设。
笔试开始时，考官会发给考生一张答题卡，正面和反面分别用来回答听力和阅读的题目。
01
首先进行的听力考试（A类和G类试卷一致），时间为40分钟(含10分钟誊写答案的时间)，题目分四个部分 。
02
第一个部分是日常生活中会发生的对话(通常为二人)，第二个部分是生活相关的独白；第三个部分是学术性的对话(通常二人以上)，第四个部分为学术论文演讲，难度依次增加 。
IELTS考试的词汇要求并不高，主要偏向应用能力，但答题技巧因与TOEFL(托福)和国内英语考试(4-6级)完全不同，所以掌握题型和快速解答就显得非常重要。
考试一般需要两天时间举行。第一天的上午，全体考生都要参加相继进行的听力、阅读、写作三项考试；第一天的下午和第二天上午陆续举行口语考试。
“逐一跟踪”
List of Headings（标题对应题）
Summary（摘要题）
Sentence Completion（句子填空）
Table Completion（表格填空）
Matching（配对题）
阅读考试之后是写作考试（A类和G类试卷不一致） ，时间也是60分钟。题目有两道，第一道是看图说明(A类)或者书信(G类)最好20分钟完成，要求150字；第二道是议论文或说明文(议论为主)，要求250字，40分钟。
剑桥雅思IELTS 4 听力完整答案
TEST 3 TEST 4
1. 1-1/2 years 2. Forest / Forrest 3. Academic 4. Thursday 5. B 6. B 7. A 8. deposit 9. monthly 10. telephone / phone 11. C 12. A 13. C 14. B 15. lighting / lights / light 16. adult / adults 17. (at/the) Studio Theatre / Studio Theater 18. the whole family / all the family / families 19. (in) City Gardens / the City Gardens / outdoors 20. young children / younger children / children 21. A 22. B 23. C 24. A 25. B 26. A 27. C 28. B 29. B 30. B 31. questionnaire 32. approximately 2,000 / about 2,000 33. Education 34. halls of residence / living quarters 35. traffic, parking 36. lecture rooms / lecture halls / lecture theatres / lecture theaters 37. (choice of / room for) facilities 38. D, F 39. B 40. A, C 1. College Dining Room 2. office staff 3. students 4. 10th December 5. coffee break / coffee breaks 6. 6 7. set of dictionaries / dictionaries / a good dictionary 8. tapes 9. photos / photographs 10. speech 11. B 12. A 13. A 14. A 15. B 16. 180 17. nearest station 18. local history 19. 690 20. walking club / local walking club 21. 20 balloons 22. units of measurement / measurements / measurement units 23. rock salt / salt 24. crystals 25. string / pieces of string 26. (ordinary/white) light 27. H 28. B 29. E 30. C 31. 795 32. tail 33. floor / bed / bottom 34. sense of smell 35. A 36. A 37. B 38.案
剑桥雅思4作文范文(热门3篇)
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剑桥雅思教材介绍
剑桥雅思教材介绍
剑桥雅思教材是由剑桥大学出版社出版的，主要包括以下几个部分：
《剑桥雅思真题精选》系列：该系列根据真实的雅思考试试卷编写，提供了大量的考试题目和听力录音材料，帮助考生熟悉考试形式和题型，并提供相关的答案和解析。
《剑桥雅思英语培训教程》系列：该系列包括四本教材，分别涵盖了雅思考试的听力、口语、阅读和写作四个部分。
这些教材提供了详细的教学内容和练习题目，帮助考生提高各项技能。
《剑桥雅思1》、《剑桥雅思2》、《剑桥雅思3》和《剑桥雅思4》：这四本书是《剑桥雅思》系列的主要组成部分，每本书都有完整的语法、词汇、口语、写作等内容，可以帮助学生掌握雅思考试的基本知识。
此外，还有《雅思口语高分指南》、《雅思阅读高分指南》和《雅思写作高分指南》等辅助教材，这些教材由专业的雅思口语考官和写作考官编写，通俗易懂，对零基础学生友好。
这些指南详细介绍了雅思考试的考点、解题方法和题型，并提供了大量的练习题和答案解析，可帮助学生加强阅读理解能力，提高阅读成绩。
总的来说，这些教材为考生提供了全面的雅思考试培训资源和练习机会，有助于考生熟悉考试规则、提高各项技能并取得好成绩。
剑桥雅思4Test2听力Section 2答案+解析
剑桥雅思4Test2听力Section 2答案+解析第一部分请点击：剑桥雅思4Test2听力Section 1答案+解析谈话场景：学校生活场景。
人物关系：主讲者为学校学生咨询处的老师，听众基本上是留学生。
谈话话题：介绍学生咨询处所负责的有关学生学习生活方面的问题，包括课程咨询、个人问题咨询等等。
交际与语言表达1. 这部分是介绍学校“Counselling Service”( 咨询服务处) 的讲座。
国外大学设有一些机构，例如： Counselling Service, International Office 或 Oversea Student Office 为学生提供咨询服务，帮助学生解决一些学习、心理、理财、职业规划发展等方面的问题。
大多数的英国大学都会免费提供助学服务, 入学的时候新生都会被告知谁是他们的辅导员，并且得到对方的联系方式。
无论是遇到了财务危机，还是人际交往发生了状况，抑或是在其他方面碰到了难题, 辅导员会耐心倾听你的问题，并站在第三者的角度引导你找到问题的解决方法。
双方的交流完全建立在信任的基础上, 不存在利益关系，辅导员是把学生放在第一位去考虑问题的。
2. “Let’ s take academic counseling.”我们先谈谈学术方面的咨询。
“ Let take…( for example)”表示“以……为例”。
例如： Take water for example, it is made up of two gases— hydrogen oxygen. 以水为例，它是由氢和氧两种气体组成的。
3. “If you are confused about subjects or how to combine them in your degree, then we can advise you and discuss the career you are aiming for, so that you can see it all in context.”如果你对课程感到困惑，或者不知道该如何把他们融入到你的学位学习中，我们可以给你建议，并就你的职业规划进行讨论，这样，你就可以把这样的问题放到一个大环境中去考虑了。
16-4-2剑桥雅思解析
16-4-2剑桥雅思解析《剑桥雅思解析》是一套备受推崇的雅思考试辅导材料，主要针对雅思考试的听力、阅读、写作和口语四个模块进行详细解析和讲解。
下面我将从多个角度来回答你关于《剑桥雅思解析》的问题。
1. 内容概述，《剑桥雅思解析》分为多本书，每本书针对不同的雅思考试模块。
其中包括《剑桥雅思听力解析》、《剑桥雅思阅读解析》、《剑桥雅思写作解析》和《剑桥雅思口语解析》。
每本书都包含了大量的练习题和真实的考试样题，以及详细的解析和答案。
2. 结构和特点，每本书都按照雅思考试的要求和难度进行编排。
在每个模块的解析中，书中会提供各种类型的题目，包括选择题、填空题、匹配题等，以帮助考生更好地理解和掌握考试技巧。
此外，书中还会给出一些考试中常见的陷阱和解题技巧，帮助考生提高答题准确性和效率。
3. 解析方法和策略，《剑桥雅思解析》通过详细的解析，帮助考生理解每个题目的出题意图和解题思路。
解析中会给出正确答案的解释，并指导考生如何在有限的时间内找到正确答案。
此外，书中还会提供一些解题策略和技巧，帮助考生在考试中更好地应对各种情况。
4. 实用性和可靠性，《剑桥雅思解析》是由剑桥大学出版社出版的，具有较高的可靠性和权威性。
书中的练习题和样题都是根据真实的考试题目编写的，能够帮助考生更好地了解考试的难度和题型。
同时，书中的解析内容详细全面，能够帮助考生理解每个题目的解题思路和技巧。
总结起来，《剑桥雅思解析》是一套权威可靠的雅思考试辅导材料，通过详细的解析和答案，帮助考生更好地理解和掌握雅思考试的各个模块。
它的内容全面，结构清晰，解析方法和策略实用，对于备考雅思的考生来说是一本非常有价值的参考书籍。
剑桥雅思4Test2听力Section 1答案+解析
剑桥雅思4Test2听力Section 1答案+解析谈话场景：旅游场景。
人物关系：两个旅行者，两个朋友。
谈话话题：谈论关于参观某地的问题，包括当地的名胜古迹，当地的风味小吃。
交际与语言表达1. 这部分是讨论旅游行程的对话。
在人们日常生活和学生校园生活中，旅游和度假极为常见，节假日的场景也纳入了雅思听力的考查范围，如：圣诞节( Christmas)、复活节( Easter)、感恩节( Thanksgiving) 等。
2. 对话中常常考查旅游度假的目的地、交通方式、住宿方式、行程安排、携带物品以及注意事项等，因此考生对旅游场景的高频词汇和相关文化背景应有所掌握。
3. “You’ ve been ages.”你去了那么长时间。
“ a long time”在口语中指“很长时间，而“ ages” (世纪) 是夸张的说法。
例如： Hi, George! I haven’ t seen you for ages. 乔治，好久没和你见面了!4. “What would you like to drink?”“I’ d love a really chilled mineral water or something.”当问对方要点什么常用到“What would you like…?”回答则用“I would like/ I’ d like…”是日常对话中的高频句型。
5. “The waitress will be back in a moment.”服务员一会儿就回来。
“ back in a moment”口语中表示“一会儿回来”。
6. “The view is supposed to be spectacular.”据说景色很壮观。
“be supposed to do/ be sth.”表示“据说，认为，应该”。
例如： He supposed the girl to be about twelve. 他认为这个女孩应该有 12 岁左右了。
雅思培训资料
雅思培训资料雅思（IELTS）是国际英语语言测试系统的缩写，它是全球范围内最受认可的英语考试之一。
想要在雅思考试中取得好成绩，合适的培训资料是必不可少的。
本文将介绍一些常用的雅思培训资料，以帮助学生获得更好的备考效果。
一、雅思听力资料1. Cambridge IELTS series（剑桥雅思系列教材）Cambridge IELTS系列教材是备考雅思听力时最为经典的教材之一。
它由剑桥大学出版，内容覆盖了雅思考试的各个方面。
每本教材均包含四套完整的官方试题，适合学生进行针对性练习。
此外，教材中还配有听力录音和答案解析，帮助学生更好地理解题目难点和解题技巧。
2. BBC英语听力材料BBC英语是一家具有悠久历史的英国广播公司，其英语听力材料以其内容丰富、题材多样性受到广大学生的喜欢。
BBC英语材料中经常会包含一些真实的录音材料，有助于学生熟悉真实场景下的英语听力。
3. TED TalksTED Talks是由非盈利机构TED发起的一系列演讲活动。
这些演讲主题涵盖科技、文化、艺术等各个领域，并配有英文字幕。
通过观看这些演讲视频，学生可以提高自己的听力水平，同时也可以了解各种领域的知识和见解。
二、雅思阅读资料1. Cambridge IELTS series（剑桥雅思系列教材）Cambridge IELTS系列教材中的阅读部分也是备考雅思阅读的重要资料之一。
教材中的阅读材料与雅思考试的题目类型相符，通过做题可以帮助学生了解题目难度分布和解题技巧。
2. 时事阅读材料雅思阅读中常涉及到时事类话题，为了更好地备考，学生可以通过阅读一些时事新闻、报纸、杂志等来了解当前的热点问题。
同时，阅读时事材料也有助于学生扩大自己的知识面，提高自己的综合素养。
3. 高质量英文原版书籍读英文原版书籍是提高阅读能力的有效方法之一。
学生可以选择一些适合自己水平的英文原版小说、名著或者科普读物来提高自己的阅读理解能力。
同时，阅读原版书籍也有助于学生积累丰富的词汇和语言表达能力。
剑桥雅思真题4-口语 Test 1-4(完整)
剑桥雅思真题4-口语Test 1-4（完整）Test 1PART IThe examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topicsEXAMPLEFriendsAre your friends mostly your age or different ages? [Why?]Do you usually see your friends during the week or at weekends? [Why?]The last time you saw your friends, what did you do together?In what ways are your friends important to you?You will have to talk about the topic for one totwo minutes.You have one minute to think about whatyou’re going to say.You can make some notes to help you if youwish.PART 3Discussion topics:Looking after historic placesExample questionsHow do people in your country feel about protecting historic buildings/Do you think an area can benefit from having an interesting historic place locally? In what way?What do you think will happen to historic places or buildings in the future? Why?The teaching of history at schoolExample questionsHow were you taught history when you were at school?Are there other ways people can learn about history, apart from at school? How?Do you think history will still be a school subject in the future? Why?PART IThe examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topicsEXAMPLEFood and cookingWhat kinds of food do you like to eat?What kind of new food would you like to try? [Why?]Do you like cooking? [Why/Why not?]What was the last meal you cooked?Do you prefer home-cooked food or food from restaurants? [Why?]You will have to talk about the topic forone to two minutes.You have one minute to think aboutwhat you’re going to say.You can make some notes to help you ifyou wish.PART 3Discussion topics:The social benefits of hobbiesExample questionsDo you think having a hobby is good for people's social life? In what way?Are there any negative effects of a person spending too much time on their hobby? What are they?Why do you think people need to have an interest or hobby?Leisure timeExample questionsIn your country, how much time do people spend on work and how much time on leisure? Is this a good balance, do you think?Would you say the amount of free time has changed much in the last fifty years?Do you think people will have more or less free time in the future? Why?PART IThe examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topicsEXAMPLELeisureDo you have any hobbies or interests? [What are they?]How did you become interested in (whatever hobby/interest the candidate mentions)?What is there to do in your free time in (candidate's home town/village)?How do you usually spend your holidays?Is there anywhere you would particularly like to visit? [Why?]You will have to talk about the topic forone to two minutes.You have one minute to think aboutwhat you’re going to say.You can make some notes to help you ifyou wish.PART 3Discussion topics:Water-based leisure activitiesExample questionsWhat do people enjoy doing when they visit rivers, lakes or the sea? Why do you think these activities are popular?What benefits do you think people get from the activities they enjoy in the water?What are the different advantages of going to the sea or to a swimming pool to enjoy yourself? What do you think the disadvantages are?The economic importance of rivers, lakes and the seaExample questionsHow does water transport, like boats and ships, compare with other kinds? Are there any advantages/disadvantages of water transport?How important is it for a town or city to be located near a river or the sea? Why?Have there been any changes in the number of jobs available in fishing and water transport industries, do you think? Why do you think this is?PART IThe examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topicsEXAMPLEYour favourite placeWhat place do you most like to visit?How often do you visit this place?Why do you like it so much?Is it popular with many other people?Has it changed very much since you first went there? [In what way?]You will have to talk about the topic forone to two minutes.You have one minute to think aboutwhat you’re going to say.You can make some notes to help you ifyou wish.PART 3Discussion topics:The Internet and communicationExample questionsWhat effect has the Internet had on the way people generally communicate with each other?Why do you think the Internet is being used more and more for communication?How reliable do you think information from the Internet is? Why? What about the news on the Internet?The Internet and shoppingExample questionsWhy do you think some people use the Internet for shopping? Why doesn't everyone use it in this way?What kinds of things are easy to buy and sell online? Can you give me some examples?Do you think shopping on the Internet will be more or less popular in the future? Why?。
剑桥雅思阅读4（test2）原文翻译及答案解析
剑桥雅思阅读4(test2)原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。
下面小编给大家分享一下剑桥雅思阅读4test2原文翻译及答案解析，希望可以帮助到大家。
剑桥雅思阅读4原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.Lost for wordsMany minority languages are on the danger listIn the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.Navajo is far from alone. Half the world’s 6,800 languages are likely to vanish within two generations —that’s one language lost every ten days. Never before has the planet’s linguistic diversity shrunk at such a pace. ‘At the moment, we are heading for about three or four languages dominating the world,’says Mark Pagel, an evolutionary biologist at the University of Reading. ‘It’s a mass extinction, and whether we will ever rebound from the loss is difficult to know.’Isolation breeds linguistic diversity: as a result, the world is peppered with languages spoken by only a few people. Only 250 languages have more than a million speakers, and at least 3,000have fewer than 2,500. It is not necessarily these small languages that are about to disappear. Navajo is considered endangered despite having 150,000 speakers. What makes a language endangered is not just the number of speakers, but how old they are. If it is spoken by children it is relatively safe. The critically endangered languages are those that are only spoken by the elderly, according to Michael Krauss, director of the Alassk Native Language Center, in Fairbanks.Why do people reject the language of their parents? It begins with a crisis of confidence, when a small community finds itself alongside a larger, wealthier society, says Nicholas Ostler, of Britain’s Foundation for Endangered Languages, in Bath. ‘People lose faith in their culture,’ he says. ‘When the next generation reaches their teens, they might not want to be induced into the old traditions.’The change is not always voluntary. Quite often, governments try to kill off a minority language by banning its use in public or discouraging its use in schools, all to promote national unity. The former US policy of running Indian reservation schools in English, for example, effectively put languages such as Navajo on the danger list. But Salikoko Mufwene, who chairs the Linguistics department at the University of Chicago, argues that the deadliest weapon is not government policy but economic globalisation. ‘Native Americans have not lost pride in their language, but they have had to adapt to socio-economic pressures,’he says. ‘They cannot refuse to speak English if most commercial activity is in English.’ But are languages worth saving? At the very least, there is a loss of data for the study of languages and their evolution, which relies on comparisons between languages, both living and dead. When an unwrittenand unrecorded language disappears, it is lost to science.Language is also intimately bound up with culture, so it may be difficult to preserve one without the other. ‘If a person shifts from Navajo to English, they lose something,’ Mufwene says. ‘Moreover, the loss of diversity may also deprive us of different ways of looking at the world,’says Pagel. There is mounting evidence that learning a language produces physiological changes in the brain. ‘Your brain and mine are different from the brain of someone who speaks French, for instance,’ Pagel says, and this could affect our thoughts and perceptions. ‘The patterns and connections we make among various concepts may be structured by the linguistic habits of our community.’So despite linguists’best efforts, many languages will disappear over the next century. But a growing interest in cultural identity may prevent the direst predictions from coming true. ‘The key to fostering diversity is for people to learn their ancestral tongue, as well as the dominant language,’ says Doug Whalen, founder and president of the Endangered Language Fund in New Haven, Connecticut. ‘Most of these languages will not survive without a large degree of bilingualism,’ he says. In New Zealand, classes for children have slowed the erosion of Maori and rekindled interest in the language. A similar approach in Hawaii has produced about 8,000 new speakers of Polynesian languages in the past few years. In California, ‘apprentice’programmes have provided life support to several indigenous languages. Volunteer ‘apprentices’ pair up with one of the last living speakers of a Native American tongue to learn a traditional skill such as basket weaving, with instruction exclusively in the endangered language. After about 300 hours of training they are generally sufficiently fluent to transmit the language to the nextgeneration. But Mufwene says that preventing a language dying out is not the same as giving it new life by using it every day. ‘Preserving a language is more like preserving fruits in a jar,’he says.However, preservation can bring a language back from the dead. There are examples of languages that have survived in written form and then been revived by later generations. But a written form is essential for this, so the mere possibility of revival has led many speakers of endangered languages to develop systems of writing where none existed before.Questions 1-4Complete the summary below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 1-4 on your answer sheet.There are currently approximately 6,800 languages in the world. This great variety of languages came about largely as a result of geographical 1…… . But in today’s world, factors such as government initiatives and 2……are contributing to a huge decrease in the number of languages. One factor which may help to ensure that some endangered languages do not die out completely is people’s increasing appreciation of their 3…… . This has been encouraged through programmes of language classes for children and through ‘apprentice’schemes, in which the endangered language is used as the medium of instruction to teach people a 4……. Some speakers of endangered languages have even produced writing systems in order to help secure the survival of their mother tongue.’Questions 5-9Look at the following statements (Questions 5-9) and the listof people in the box below. Match each statement with the correct person A-E.Write the appropriate letter A-E in boxes 5-9 on your answer sheet.NB You may use any letter more than once.5 Endangered languages cannot be saved unless people learn to speak more than one language.6 Saving languages from extinction is not in itself a satisfactory goal.7 The way we think may be determined by our language.8 Young people often reject the established way of life in their community.9 A change of language may mean a loss of traditional culture.A Michael KraussB Salikoko MufweneC Nicholas OstlerD Mark PagelE Doug WhalenQuestions 10-13Do the following statements agree with the views of the writer in Reading Passage 1?In boxes 10-13 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this10 The Navajo Language will die out because it currently has too few speakers.11 A large number of native speakers fail to guarantee thesurvival of a language.12 National governments could do more to protect endangered languages.13 The loss of linguistic diversity is inevitable.READING PASSAGE 2You should spend about 20 minutes on Questions 14-26 which are based on Reading Passage 2 below.ALTERNATIVE MEDICINE IN AUSTRALIAThe first students to study alternative medicine at university level in Australia began their four-year, full-time course at the University of Technology, Sydney, in early 1994. Their course covered, among other therapies, acupuncture. The theory they learnt is based on the traditional Chinese explanation of this ancient healing art: that it can regulate the flow of ‘Qi’or energy through pathways in the body. This course reflects how far some alternative therapies have come in their struggle for acceptance by the medical establishment.Australia has been unusual in the Western world in having a very conservative attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the University of Sydney. ‘We’ve had a tradition of doctors being fairly powerful and I guess they are pretty loath to allow any pretenders to their position to come into it.’In many other industrialised countries, orthodox and alternative medicine have worked ‘hand in glove’for years. In Europe, only orthodox doctors can prescribe herbal medicine. In Germany, plant remedies account for 10% of the national turnover of pharmaceuticals. Americans made more visits to alternative therapists than to orthodox doctors in 1990, and each year they spend about $US 12 billion on therapies that have not beenscientifically tested.Disenchantment with orthodox medicine has seen the popularity of alternative therapies in Australia climb steadily during the past 20 years. In a 1983 national health survey, 1.9% of people said they had contacted a chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two weeks prior to the survey. By 1990, this figure had risen to 2.6% of the population. The 550,000 consultations with alternative therapists reported in the 1990 survey represented about an eighth of the total number of consultations with medically qualified personnel covered by the survey, according to Dr Laver and colleagues writing in the Australian Journal of Public Health in 1993. ‘A better educated and less accepting public has become disillusioned with the experts in general, and increasingly sceptical about science and empirically based knowledge,’ they said. ‘The high standing of professionals, including doctors, has been eroded as a consequence.’Rather than resisting or criticising this trend, increasing numbers of Australian doctors, particularly younger ones, are forming group practices with alternative therapists or taking courses themselves, particularly in acupuncture and herbalism. Part of the incentive was financial, Dr Laver said. ‘The bottom line is that most general practitioners are business people. If they see potential clientele going elsewhere, they might want to be able to offer a similar service.’In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who attended eight alternative therapists’practices in Sydney. These practices offered a wide range of alternative therapies from 25 therapists. Those surveyed had experienced chronic illnesses, for which orthodox medicine hadbeen able to provide little relief. They commented that they liked the holistic approach of their alternative therapists and the friendly, concerned and detailed attention they had received. The cold, impersonal manner of orthodox doctors featured in the survey. An increasing exodus from their clinics, coupled with this and a number of other relevant surveys carried out in Australia, all pointing to orthodox doctors’inadequacies, have led mainstream doctors themselves to begin to admit they could learn from the personal style of alternative therapists. Dr Patrick Store, President of the Royal College of General Practitioners, concurs that orthodox doctors could learn a lot about bedside manner and advising patients on preventative health from alternative therapists.According to the Australian Journal of Public Health, 18% of patients visiting alternative therapists do so because they suffer from musculo-skeletal complaints; 12% suffer from digestive problems, which is only 1% more than those suffering from emotional problems. Those suffering from respiratory complaints represent 7% of their patients, and candida sufferers represent an equal percentage. Headache sufferers and those complaining of general ill health represent 6% and 5% of patients respectively, and a further 4% see therapists for general health maintenance.The survey suggested that complementary medicine is probably a better term than alternative medicine. Alternative medicine appears to be an adjunct, sought in times of disenchantment when conventional medicine seems not to offer the answer.Questions 14 and 15Choose the correct letter, A, B C or D.Write your answers in boxes 14 and 15 on your answer sheet.14 Traditionally, how have Australian doctors differed from doctors in many Western countries?A They have worked closely with pharmaceutical companies.B They have often worked alongside other therapists.C They have been reluctant to accept alternative therapists.D They have regularly prescribed alternative remedies.15 In 1990, AmericansA were prescribed more herbal medicines than in previous years.B consulted alternative therapists more often than doctors.C spent more on natural therapies than orthodox medicines.D made more complaints about doctors than in previous years.Questions 16-23Do the following statements agree with the views of the writer in Reading Passage 2?In boxes 16-23 on your answer sheet writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this16 Australians have been turning to alternative therapies in increasing numbers over the past 20 years.17 Between 1983 and 1990 the numbers of patients visiting alternative therapists rose to include a further 8% of the population.18 The 1990 survey related to 550,000 consultations with alternative therapists.19 In the past, Australians had a higher opinion of doctorsthan they do today.20 Some Australian doctors are retraining in alternative therapies.21 Alternative therapists earn higher salaries than doctors.22 The 1993 Sydney survey involved 289 patients who visited alternative therapists for acupuncture treatment.23 All the patients in the 1993 Sydney survey had long-term medical complaints.Questions 24-26Complete the vertical axis on the table below.Choose NO MORE THAN THREE WORDS from Reading Passage 2 for answer.Write your answers in boxes 24-26 on your answer sheet.READING PASSAGE 3You should ,spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 belowPLAY IS A SERIOUS BUSINESSDoes play help develop bigger, better brains?Bryant Furlow investigatesA Playing is a serious business. Children engrossed in a make-believe world, fox cubs play-fighting or kittens teasing a ball of string aren’t just having fun. Play may look like a carefree and exuberant way to pass the time before the hard work of adulthood comes along, but there’s much more to it than that. For a start, play can even cost animals their lives. Eighty per cent of deaths among juvenile fur seals occur because playing pups fail to spot predators approaching. It is also extremely expensive in terms of energy. Playful young animals use around two or three per cent of their energy cavorting, and in children that figure can be closer to fifteen per cent. ‘Even two or three per cent is huge,’says John Byers of Idaho University. ‘You just don’t find animals wasting energy like that,’he adds. There must be a reason.B But if play is not simply a developmental hiccup, as biologists once thought, why did it evolve? The latest idea suggests that play has evolved to build big brains. In other words, playing makes you intelligent. Playfulness, it seems, is common only among mammals, although a few of the larger-brained birds also indulge. Animals at play often use unique signs —tail-wagging in dogs, for example —to indicate that activity superficially resembling adult behaviour is not really in earnest.A popular explanation of play has been that it helps juveniles develop the skills they will need to hunt, mate and socialise as adults. Another has been that it allows young animals to get in shape for adult life by improving their respiratory endurance. Both these ideas have been questioned in recent years.C Take the exercise theory. If play evolved to build muscle or as a kind of endurance training, then you would expect to see permanent benefits. But Byers points out that the benefits of increased exercise disappear rapidly after training stops, so any improvement in endurance resulting from juvenile play would be lost by adulthood. ‘If the function of play was to get into shape,’says Byers, ‘the optimum time for playing would depend on when it was most advantageous for the young of a particular species to do so. But it doesn’t work like that.’ Across species, play tends to peak about halfway through the suckling stage and then decline.D Then there’s the skills-training hypothesis. At first glance, playing animals do appear to be practising the complex manoeuvres they will need in adulthood. But a closer inspectionreveals this interpretation as too simplistic. In one study, behavioural ecologist Tim Caro, from the University of California, looked at the predatory play of kittens and their predatory behaviour when they reached adulthood. He found that the way the cats played had no significant effect on their hunting prowess in later life.E Earlier this year, Sergio Pellis of Lethbridge University, Canada, reported that there is a strong positive link between brain size and playfulness among mammals in general. Comparing measurements for fifteen orders of mammal, he and his team found larger brains (for a given body size) are linked to greater playfulness. The converse was also found to be true. Robert Barton of Durham University believes that, because large brains are more sensitive to developmental stimuli than smaller brains, they require more play to help mould them for adulthood. ‘I concluded it’s to do with learning, and with the importance of environmental data to the brain during development,’he says.F According to Byers, the timing of the playful stage in young animals provides an important clue to what’s going on. If you plot the amount of time a juvenile devotes to play each day over the course of its development, you discover a pattern typically associated with a ‘sensitive period’—a brief development window during which the brain can actually be modified in ways that are not possible earlier or later in life. Think of the relative ease with which young children — but not infants or adults —absorb language. Other researchers have found that play in cats, rats and mice is at its most intense just as this ‘window of opportunity’ reaches its peak.G ‘People have not paid enough attention to the amountof the brain activated by play,’ says Marc Bekoff from Colorado University. Bekoff studied coyote pups at play and found that the kind of behaviour involved was markedly more variable and unpredictable than that of adults. Such behaviour activates many different parts of the brain, he reasons. Bekoff likens it to a behavioural kaleidoscope, with animals at play jumping rapidly between activities. ‘They use behaviour from a lot of different contexts —predation, aggression, reproduction,’he says. ‘Their developing brain is getting all sorts of stimulation.’H Not only is more of the brain involved in play than was suspected, but it also seems to activate higher cognitive processes. ‘There’s enormous cognitive involvement in play,’says Bekoff. He points out that play often involves complex assessments of playmates, ideas of reciprocity and the use of specialised signals and rules. He believes that play creates a brain that has greater behavioural flexibility and improved potential for learning later in life. The idea is backed up by the work of Stephen Siviy of Gettysburg College. Siviy studied how bouts of play affected the brain’s levels of a particular chemical associated with the stimulation and growth of nerve cells. He was surprised by the extent of the activation. ‘Play just lights everything up,’he says. By allowing link-ups between brain areas that might not normally communicate with each other, play may enhance creativity.I What might further experimentation suggest about the way children are raised in many societies today? We already know that rat pups denied the chance to play grow smaller brain components and fail to develop the ability to apply social rules when they interact with their peers. With schooling beginning earlier and becoming increasingly exam-orientated, play is likelyto get even less of a look-in. Who knows what the result of that will be?Questions 27-32Reading Passage 3 had nine paragraphs labeled A-I.Which paragraph contains the following information?Write the correct letter A-I in boxes 27-32 on your answer sheet.NB You may use any letter more than once.27 the way play causes unusual connections in the brain which are beneficial28 insights from recording how much time young animals spend playing29 a description of the physical hazards that can accompany play30 a description of the mental activities which are exercised and developed during play31 the possible effects that a reduction in play opportunities will have on humans32 the classes of animals for which play is importantQuestions 33-35Choose THREE letters A-F.Write your answers in boxes 33-35 on your answer sheet.The list below gives some ways of regarding play.Which THREE ways are mentioned by the writer of the text?A a rehearsal for later adult activitiesB a method animals use to prove themselves to their peer groupC an activity intended to build up strength for adulthoodD a means of communicating feelingsE a defensive strategyF an activity assisting organ growthQuestions 36-40Look at the following researchers (Questions 36-40) and the list of findings below.Match each researcher with the correct finding.Write the correct letter A-H in boxes 36-40 on your answer sheet.36 Robert Barton37 Marc Bekoff38 John Byers39 Sergio Pellis40 Stephen SiviyList of FindingsA There is a link between a specific substance in the brain and playing.B Play provides input concerning physical surroundings.C Varieties of play can be matched to different stages of evolutionary history.D There is a tendency for mammals with smaller brains to play less.E Play is not a form of fitness training for the future.F Some species of larger-brained birds engage in play.G A wide range of activities are combined during play.H Play is a method of teaching survival techniques.剑桥雅思阅读4原文参考译文(test2)Passage 1参考译文Lost for wordsMany minority languages are on the danger list语言的消失——许多少数民族语言濒临灭绝In the Native American Navajo nation, which sprawls across four states in the American south-west, the native language is dying. Most of its speakers are middle-aged or elderly. Although many students take classes in Navajo, the schools are run in English. Street signs, supermarket goods and even their own newspaper are all in English. Not surprisingly, linguists doubt that any native speakers of Navajo will remain in a hundred years’time.对于居住在美国西南部四州的那瓦霍人来讲，他们的语言正在遭遇灭顶之灾。
IELTS简介介绍
IELTS考试的难度逐年增加，对考生的语言技能和综合素质提出了更高的要求。考生需要 具备扎实的语言基础、良好的阅读和听力能力，以及较高的口语和写作水平。
未来IELTS考试发展方向与预测
考试内容与形式
考生群体与成绩
考试难度与要求
未来，IELTS考试将继续注重考生的 实际应用能力，并可能引入更多的口 语和写作题目，以考察考生的语言输 出能力。同时，IELTS考试也将继续 与新技术结合，如人工智能和大数据 分析，以提高考试的准确性和客观性 。
写作部分
了解写作的格式和要求，积累常用的表达方 式和句型。
听力部分
熟悉听力材料的类型和难度，提高听力的敏 感度和理解能力。
口语部分
了解口语考试的形式和评分标准，进行口语 练习并注意语音语调。
多做模拟试题与练习
模拟试题
通过模拟试题了解考试的难度 和题型，评估自己的应试能力
。
限时练习
在规定的时间内完成模拟试题，提 高答题速度和应试技巧。
错误纠正
及时纠正做错的题目，找出错误原 因并加以改进。ቤተ መጻሕፍቲ ባይዱ
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IELTS考试技巧与注意事项
IELTS考试技巧与注意事项
• IELTS，全称为国际英语语言测试系统，是全球范围 内最广泛使用的英语语言能力评估标准之一。它是 由英国、澳大利亚和加拿大等国的教育机构共同开 发和维护的。IELTS测试主要分为四个部分：听力、 阅读、写作和口语。
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IELTS考试内容与结构
IELTS听力部分
总结词
听力部分是IELTS考试中重要的一部分， 主要测试考生在真实语言环境下的听力 理解能力。
VS
详细描述
听力部分包含4个部分，每个部分都有10 道题，总共40道题。每道题的分值为1/4 ，因此总分为9分。听力材料涵盖了日常 生活和学术场景，如学生和老师的对话、 学术讲座等。考生需要在录音播放过程中 完成题目，时间一般为30分钟。
IELTS简介介绍
分配学习资源
合理分配学习时间、资料和学习工具 ，以提高学习效率。
制定学习时间表
根据个人时间安排，制定详细的学习 计划，包括每日学习任务、复习周期 和模拟考试时间。
提高英语能力
听力训练
通过听英语新闻、电影、播客 等提高听力理解能力，同时加
强词汇和语音识别训练。
阅读拓展
阅读英文原著、新闻报道、学 术论文等，提高阅读速度和理 解能力。
语言测试之一。
IELTS考试的目的和用途
IELTS考试的主要目的是评估非英语 母语者的英语能力，以便他们能够适 应各种不同的需求和环境，包括留学 、移民、工作等。
对于移民，许多国家要求移民申请者 提供IELTS成绩作为其英语能力的证 明。
对于留学，IELTS成绩是许多国家大 学录取的必要条件之一，特别是对于 那些来自非英语国家的申请者。
培养英语思维
IELTS考试要求考生适应英语语言环境，学会用英语思考和表达， 有助于培养英语思维能力。
THANKS
谢谢您的观看
判断题
先确定题目中的陈述句是否正确，再 根据文章内容进行判断。注意题目要 求是“是”或“否”。
避免常见错误
听力部分
避免因注意力不集中而错过关键信息。 注意区分相似发音的单词和数字。
写作部分
避免语法错误和拼写错误。注意逻辑 性和条理性，合理分段和组织内容。
阅读部分
避免因理解偏差而选错答案。注意识 别文章中的转折词和总结性语句。
在某些职业领域，如医疗和法律， IELTS成绩也被视为评估专业能力的 标准之一。
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IELTS考试内容和形式
听力部分
总结词
听力部分是IELTS考试中重要的一环，主要测试考生在英语环境中的听力理解 能力。