雅思经典阅读Early Childhood Education
children's play雅思阅读
Children's Play in Early Childhood Education1. IntroductionChildren's play is an essential aspect of early childhood education. It not only provides opportunities for children to learn and develop various skills, but also contributes to their social, emotional and cognitive development. In this article, we will explore the importance of children's play in early childhood education and discuss its benefits for young children.2. The Importance of Play2.1 Development of Cognitive SkillsPlay provides children with opportunities to explore, experiment and problem solve. Through play, children can develop their cognitive skills such as critical thinking, creativity, and imagination. For example, when children engage in pretend play, they are able to use their imagination to create different scenarios and roles, which in turn enhances their cognitive abilities.2.2 Social and Emotional DevelopmentPlay also plays a crucial role in the social and emotionaldevelopment of young children. When children engage in play activities with their peers, they learn important social skills such as sharing, cooperation, andmunication. Additionally, play allows children to express their emotions and feelings in a safe and supportive environment, which helps them develop emotional resilience and empathy.2.3 Physical DevelopmentPhysical play, such as running, jumping, and climbing, is essential for the physical development of children. It helps them develop their gross and fine motor skills, coordination, and balance. Moreover, physical play promotes a healthy and active lifestyle, which is important for children's overall well-being.3. Types of Play in Early Childhood Education3.1 Sensorimotor PlaySensorimotor play involves activities that engage children's senses and motor skills. This type of play includes activities such as playing with sensory materials (e.g. sand, water, playdough), exploring different textures, and engaging in movement-based activities. Sensorimotor play is important for children's sensory development and helps them make sense of the world aroundthem.3.2 Constructive PlayConstructive play involves activities that allow children to build, create, and manipulate objects. This type of play includes playing with building blocks, puzzles, and other constructive toys. Constructive play promotes children's problem-solving skills, spatial awareness, and creativity.3.3 Dramatic PlayDramatic play, also known as pretend play, is when children engage in role-playing and imaginative activities. This type of play allows children to explore different roles, relationships, and scenarios, which enhances their language and social skills. Dramatic play also helps children make sense of the world and express their thoughts and feelings.3.4 Cooperative PlayCooperative play involves activities in which children work together towards amon goal. This type of play includes games, sports, and collaborative projects. Cooperative play promotes teamwork,munication, and conflict resolution skills, and helps children develop positive social relationships with their peers.4. The Role of Educators in Supporting Children's Play4.1 Creating a Playful EnvironmentEducators play a crucial role in creating a playful and supportive environment for children's play. They can design the physical space to include a variety of play materials and areas for different types of play. Moreover, educators can incorporate open-ended materials that encourage children's creativity and imagination.4.2 Facilitating Play ExperiencesEducators can also facilitate play experiences by observing and interacting with children during play. They can ask open-ended questions, provide scaffolding, and extend children's play through meaningful conversations and interactions. By actively participating in children's play, educators can support children's learning and development.4.3 Valuing Children's PlayIt is important for educators to recognize the value of children's play and its significance in early childhood education. They should advocate for the importance of play andmunicate itsbenefits to parents, policymakers, and other stakeholders. Educators can also create opportunities for family involvement in children's play and encourage parents to support play at home.5. ConclusionIn conclusion, children's play is an integral part of early childhood education and provides numerous benefits for young children. It fosters their cognitive, social, emotional, and physical development, and enables them to explore, learn, and grow. Educators play a vital role in supporting children's play by creating a conducive environment, facilitating play experiences, and advocating for the value of play. By recognizing the importance of children's play, we can ensure that all children have the opportunity to engage in rich and meaningful play experiences that promote their overall well-being and development.。
雅思考试真题：2012年12月1日雅思阅读A类回顾与点评
雅思考试真题：2012年12月1日雅思阅读A类回顾与点评achievement and achievement-related aspirations. Parental educational level is an important predictor of children’s education al and behavioral outcomes (Davis-Kean, 2005; Dearing, McCartney, & Taylor, 2002; Duncan, Brooks-Gunn, & Klebanov, 1994; Haveman & Wolfe, 1995; Nagin & Tremblay, 2001; Smith, Brooks-Gunn, & Klebanov, 1997). The majority of research on the ways in which parental education shapes child outcomes has been conducted through cross-sectional correlational analyses or short-term longitudinal designs in which parents and children are tracked through the child’s adolescent years. Our main goals in the current study were to examine long-term effects on children’s educational and occupational success of their parents’ educational level while controlling for other indices of family socioeconomic status and the children’s own intelligence, and to examine possible mediator s of the effects of parents’ education on children’s educational and occupational outcomes. Following theory and research on family process models (e.g., Conger et al., 2002; McLoyd, 1989), we expected that indices of family socioeconomic status, including parent education, would predict the quality of family interactions and child behavior. Next, based on social-cognitive-ecological models (e.g., Guerra & Huesmann, 2004; Huesmann, 1998; Huesmann, Eron, & Yarmel, 1987), we expected parental education, the quality of family interactions, and child behavior would shape, by late adolescence, educational achievement and aspirations for future educational and occupational success. Finally, following Eccles’ expectancy-value model (Eccles, 1993; Frome & Eccles, 1998), we predicted that late adolescent aspirations for future success would affect actual educational and occupational success in adulthood. We use data from the Columbia County Longitudinal Study, a 40-year developmental study initiated in 1960 with data collected most recently in 2000 (Eron, Walder, & Lefkowitz, 1971; Lefkowitz, Eron, Walder, & Huesmann, 1977; Huesmann, Dubow, Eron, Boxer, Slegers, & Miller, 2002; Huesmann, Eron, Lefkowitz, & Walder, 1984).Go to:Family Contextual Influences during Middle ChildhoodIn terms of socioeconomic status (SES) factors, the positive link between SES and children’s achievement is well-established (Sirin, 2005; White, 1982). McLoyd’s (1989; 1998) seminal literature reviews also have documented well the relation of poverty and low socioeconomic status to a range of negative child outcomes, including low IQ, educational attainment and achievement, and social-emotional problems. Parental education is an important index of socioeconomic status, and as noted, it predicts children’s educational and behavioral outcomes. However, McLoyd has pointed out the value of distinguishing among various indices of family socioeconomic status, including parental education, persistent versus transitory poverty, income, and parental occupational status, because studies have found that income level and poverty might be stronger predictors of children’s cognitive outcomes compared to other SES indices (e.g., Duncan et al., 1994; Stipek, 1998). Thus, in the present study, we control for other indices of socioeconomic status when considering the effects of parental education.In fact, research suggests that parental education is indeed an important and significant unique predictor of child achievement. For example, in an analysis of data from several large-scale developmental studies, Duncan and Brooks-Gunn (1997) concluded that maternal education was linked significantly to children’s intellectual outcomes even after controlling for a variety of other SES indicators such as household income. Davis-Kean (2005) found direct effects of parental education, but not income, on European American children’s standardized achievement scores; both parental education and income exerted indirect effects on parents’ achievement-fostering behaviors, and subse quently children’s achievement, through their effects on parents’ educational expectations. Thus far, we have focused on the literature on family SES correlates of children’s academic and behavioral adjustment. However, along with those contemporaneous lin ks between SES and children’s outcomes, longitudinal research dating back to groundbreaking status attainment models (e.g, Blau & Duncan, 1967; Duncan, Featherman, & Duncan, 1972) indicates clearlythat family of origin SES accounts meaningfully for educational and occupational attainment during late adolescence and into adulthood (e.g., Caspi, Wright, Moffitt, & Silva, 1998; Johnson et al., 1983; Sobolewski & Amato, 2005; for a review, see Whitson & Keller, 2004). For example, Caspi et al. reported that lower parental occupational status of children ages 3–5 and 7–9 predicted a higher risk of the child having periods of unemployment when making the transition from adolescence to adulthood. Johnson et al. (1983) found that mothers’ and fathers’ educational l evel and fathers’ occupational status were related positively to their children’s adulthood occupational status. Few studies, however, are prospective in nature spanning such a long period of time (i.e., a 40-year period from childhood to middle adulthood). Also, few studies include a wide range of contextual and personal predictor variables from childhood and potential mediators of the effects of those variables from adolescence.Go to:Potential Mediators of the Effects of Family Contextual Influences during Childhood on Adolescent and Adult OutcomesFamily process models (e.g., Conger et al., 2002; McLoyd, 1989; Mistry, Vanderwater, Huston, & McLoyd, 2002) have proposed that the effects of socioeconomic stress (e.g., financial strain, unstable employment) on child outcomes are mediated through parenting stress and family interaction patterns (e.g., parental depressed mood; lower levels of warmth, nurturance, and monitoring of children). That is, family structural variables such as parental education and income affect the level of actual interactions within the family, and concomitantly, the child’s behavior. It is well established within broader social learning models (e.g., Huesmann, 1998) that parents exert substantial influence on their children’s behavi or. For example, children exposed to more rejecting and aggressive parenting contexts, as well as interparental conflict, display greater aggression (Cummings & Davies, 1994; Eron et al., 1971; Huesmann et al., 1984; Lefkowitz et al., 1977) and the effects between negative parenting and child aggression arebi-directional (Patterson, 1982). Presumably, children learn aggressive problem-solving styles as a result of repeated exposure to such models, and in turn parents use more power assertive techniques to manage the child’s behavior.Researchers also have shown that behavioral problems such as early aggression impair children’s academic and intellectual development over time (e.g., Hinshaw, 1992; Huesmann, Eron, & Yarmel, 1987). Stipek (1998) has argued that behavioral problems affect young children’s opportunities to learn because these youth often are punished for their behavior and might develop conflictual relationships with teachers, thus leading to negative attitudes about school and lowered academic success. Thus, it is possible that low socioeconomic status (including low parental educational levels) could affect negative family interaction patterns, which can influence child behavior problems (measured in our study by aggression), and in turn affect lowered academic and achievement-oriented attitudes over time.Parent education and family interaction patterns during childhood also might be linked more directly to the child’s developing academic success and achievement-oriented attitudes. In the general social learning and social-cognitive framework (Bandura, 1986), behavior is shaped in part through observational and direct learning experiences. Those experiences lead to the formation of internalized cognitive scripts, values, and beliefs that guide and maintain behavior over time (Anderson & Huesmann, 2003; Huesmann, 1998). According to Eccles (e.g., Eccles, 1993; Eccles, Vida, & Barber, 2004; Eccles, Wigfield, & Schiefele, 1998), this cognitive process accounts for the emergence and persistence of achievement-related behaviors and ultimately to successful achievement. Eccles’ framework emphasizes in particular the importance of children’s expectations for success, with parents assuming the role of “expectancy socializers” (Frome & Eccles, 1998, p. 437).Thus, for example, a child exposed to parents who model achievement-oriented behavior (e.g., obtaining advanced degrees; reading frequently; encouraging astrong work ethic) and provide achievement-oriented opportunities (e.g., library and museum trips; after-school enrichment programs; educational books and videos) should develop the guiding belief that achievement is to be valued, pursued, and anticipated. This belief should then in turn promote successful outcomes across development, including high school graduation, the pursuit of higher learning, and the acquisition of high-prestige occupations. Not surprisingly, there are positive relations between parents’ levels of education and parents’ expectations for their children’s success (Davis-Kean, 2005), suggesting that more highly educated parents actively encourage their children to develop high expectations of their own. Importantly, on the other hand, McLoyd’s (1989) review found that parents who experience difficult economic times have children who are more pessimistic about their educational and vocational futures.In the current study, we assume a broad social-cognitive-ecological (Guerra & Huesmann, 2004; Metropolitan Area Child Study Research Group, 2002; also “developmental-ecological,” Dodge & Pettit, 2003) perspective on behavior development. This view proposes that it is the cumulative influence both of childhood environmental-contextual factors (e.g., parental education, family interactions, school climate, neighborhood efficacy) and individual-personal factors (e.g., IQ and aggression) that shapes enduring cognitive styles (e.g., achievement orientation, hostile worldview) in adolescence. Once formed, those styles allow for the prediction of functioning into adulthood above and beyond the effects of the earlier influences. In this view, then, cognitive factors such as beliefs and expectations present during adolescence serve as internal links between early contextual and personal factors and later outcomes.题型难度分析此文不难，是旧文。
2018年12月8日雅思阅读考情回顾
2018年12月8日雅思阅读考情回顾
一、考试时间：2018年12月8日（周六）
二、考试概述：
第一篇Australia’s cane toad problems，澳大利亚害虫问题。
可参考剑八第四套第二篇Biological Control of pests和剑十第四套第三篇When evolution runs backwards。
第二篇New filters promise water to millions，滤水器的发明。
可参考剑八第一套第一篇A chronicle of timekeeping和剑十第一套第一篇Stepwells。
第三篇Who should look after babies in Britain，男性和女性照顾孩子的异同。
可参考剑六第四套第二篇Do literate women make better mothers和剑五第三套第一篇Early Childhood Education。
三、文章简介
第一篇Australia’s cane toad problems，澳大利亚害虫问题
第二篇New filters promise water to millions，滤水器的发明
第三篇 Who should look after babies in Britain，男性和女性照顾孩子的异同
四、篇章分析：
雅思考试机经。
2018年12月8日雅思阅读考情回顾
2018年12月8日雅思阅读考情回顾一、考试时间：2018年12月8日（周六）二、考试概述：第一篇Australia’s cane toad problems，澳大利亚害虫问题。
可参考剑八第四套第二篇Biological Control of pests和剑十第四套第三篇When evolution runs backwards。
第二篇New filters promise water to millions，滤水器的发明。
可参考剑八第一套第一篇 A chronicle of timekeeping和剑十第一套第一篇Stepwells。
第三篇Who should look after babies in Britain，男性和女性照顾孩子的异同。
可参考剑六第四套第二篇Do literate women make better mothers和剑五第三套第一篇Early Childhood Education。
三、文章简介第一篇Australia’s cane toad problems，澳大利亚害虫问题第二篇New filters promise water to millions，滤水器的发明第三篇 Who should look after babies in Britain，男性和女性照顾孩子的异同四、篇章分析：Passage 1文章内容澳大利亚的某种害虫的幼虫啃食澳大利亚植物的根，为了解决的这种问题，澳大利亚从北美引入cane toad, 但事实证明cane toad的引入却是一种失败，并没有能够解决问题反而霸占了越来越多的其他动物群fanua的栖息地。
填空题7，判断题 6题型分布与答案参考答案回忆待补充相关拓展The rapid spread of Australia's cane toad pestsThey are toxic invaders that have conquered swathes of northernAustralia as they continue their seemingly irrepressible march westtowards the Indian Ocean.Packed with poison and supremely adaptable, the dreaded cane toad, orBufo marinus, has few friends in Australia, where a massive scientific andcommunity effort has failed to stop their advance."They probably have moved about halfway through that tropical regionof Western Australia," explained Rick Shine, a professor in biology at the University of Sydney. "They are in very inaccessible country now in the Kimberley. It is very hard to get detailed information on exactly where the front is but it seems to be moving at 50 to 60km (31 to 37 miles) per annum."The warty amphibians move only during the wet season. Although tracking studies have shown many hop less than 10 metres a day, those atthe front line have grown bigger and faster."The guys at the invasion front up in the tropics are moving often kilometres in a single night and they have evolved this very distinctive behaviour," Prof Shine told the BBC."They've actually evolved differences in shape and physiology as well. Essentially they have turned into these dispersal machines and they moveas far as they can, as fast as they can." Experts are reluctant to speculateon how many of these unwelcome pests have been unleashed across Australia's north. They are prolific breeders - some estimates put the figure at around 1.5 billion - but it is impossible to know for sure.Australia has a long and depressing history of inadvertently introducingwrecking ball species as pets and livestock, or for sport. Examples include foxes, pigs and rabbits, goats, camels and cats. Invasive plants and fish have also had a dramatic effect on native flora and fauna, but it is the cane toad that is widely reviled above all else.How did they arrive?For Australia, the grim story began in the sugar cane plantations of Puerto Rico, which had imported giant toads from South America to eatthe grubs that were devouring the crop.Word spread of the successes of these bug-catching amphibians and by the 1930s, the cane toads were being sent around the world. In 1935, 101toads arrived in Far North Queensland in areas including Cairns and Innisfail, before being bred in captivity. Their progeny was released on missions to hunt and kill cane-destroying beetles on Australia's north-eastcoast.have snared countless numbers over the Community toad “musters”years. In 2005 David Tollner, a former federal MP, famously urged Northern Territory residents to help squash the problem with their golfclubs and cricket bats - effectively turning eradication into sport.Then there was the so-called "bottom-line" defence supported by the RSPCA in Darwin, which recommended killing captured amphibians bysmearing them with haemorrhoid cream, which acted as an anaesthetic.In 2009, toads crossed the Western Australian border with the Northern Territory, more than 2,000km from the site of their original release 74 years earlier.It was a dark day that conservationists had both dreaded and seen coming. The invasion penetrated the Kimberley region, an area three times the size of England and regarded as a wilderness frontier. "Sadly,the Kimberley has lost the battle to the cane toad. They have invaded close to 70% of the Kimberley, so the toads are well and truly on their way to the northern coastal areas," said Lee Scott-Virtue, the president of Kimberley Toadbusters, a group she set up in 2004."It has been a really disturbing lesson. The problem is they are adaptingto dry, desert conditions. They are adjusting to very cold climates and they are actually starting to breed in saline water."Most recent discoveryOn Wednesday, wildlife rangers revealed a cane toad was found beside aroad near Mount Kosciuszko in southern New South Wales. Authoritiessuspect it was carried in by a tourist, and have not found other evidenceof the species there. Nonetheless, they are concerned. "There are certainlyenvironment and times of the year when such an animal could persist(survive)," Dave Woods, a state wildlife officer, told the AustralianBroadcasting Corp. He said toads could provide a fresh threat toendangered species in the area, a national park.The toads are devourers of insects and other small prey, but they are attheir most destructive when they are eaten by larger predators, such assnakes, goannas and freshwater crocodiles. A large gland on the toad'sshoulder is loaded with deadly cardiac toxins.In an unusual move, researchers are trying to train predators to avoidlarger cane toads by feeding them smaller specimens, which make themill but should not kill them. These so-called taste-aversion strategiesinclude feeding sausages made of minced amphibian to northern quolls, acarnivorous marsupial. They eat the meat, which causes vomiting, in thehope it will put them off eating toads again. A large-scale trial is due tostart in Western Australia soon. Corrin Everitt, from the state'sDepartment of Parks and Wildlife, told the BBC that while the projectcould ensure fewer large predators were lost, it would not halt theinvasion. "At the moment we're predicting the toads to take at least fiveyears to reach the Broome area," she said. "They are an amazing animalwhen you take away all the ugliness about them. You just wish that ournative species could be as adaptable and successful in colonising areas asthey are."Passage 2：文章内容讲述Mr. Flynn偶然间发明的一种water filter,不仅便宜好用，而且还讲述了water filter的制作过程。
剑桥雅思5Test3阅读PASSAGE1翻译：Early Childhood Education
剑桥雅思5Test3阅读PASSAGE1翻译：Early Childhood Education－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－雅思为各位考生推荐复习材料-剑桥雅思5TEST 3阅读PASSAGE 1 参考译文：Early Childhood Education,相应的解析，请点击：剑桥雅思5Test3Passage1真题解析。
Early Childhood EducationNew Zealand’s National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for New Zealand’s education policy.儿童早期教育新西兰国家党教育发言人Lockwood Smith博士最近访问了美国和英国。
下面是他撰写的一份报告，文中阐述了他此行的收获以及这些收获对新西兰教育政策的意义。
A‘Education To Be More’ was published last August. It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don’t normally send children to pre-schools until the age of three, are we missing out on the most important years of all?A 《教育增进能力》是一份由新西兰政府儿童早期关怀和教育工作小组所作的报告，于去年8月出版。
孩子早上学的好处与坏处雅思作文
孩子早上学的好处与坏处雅思作文Living in a world where competition has never become less tough and where a stressfree lifestyle seems to be luxury, many children these days have to necessarily sacrifice a happy childhood for preparing their future life. Therefore, starting formal schooling at age 7 is not realistic and instead young children might as well begin formal study earlier.Receiving formal education early could not just make preparation for cognitive development but encourage and enable them to learn better social skills. For one thing, with the play-centered approach and with the help of dedicated, well-trained,and professional teachers, those young pupils will in advance have access to basic literacy and numeracy skills, an effective way that will in the future give them an edge in academic performance as well as cognitive ability. For another, the school, a society in miniature, is a better place for them to know different people from different places, and a even safer place in which they can gradually understand how to interact with teachers or peers andhow to cooperate with each other from an early age. This is a necessary stage for them to lay solid foundation for the complex social life in the real life.Becoming a primary school student at seven is feasible but is more likely to inflict pressure on children. Maybe starting later will give more time for children to mature andthis will also reduce the risks of behavioral problems and poor academic achievement. But if lagging behind other peers academically, children who go to school later will be under peer pressure,even an erosion of learning. This is way worse in an era when being a quick learner is of the essence and when everything seems to go so fast that they could not miss out on any opportunity as everyone around them struggles. So this way is not to children’s advantage in today‘s society.In conclusion, workable theoretically as it is, starting formal schooling later does not keep pace with the global development so what children need to do is to go to school as early as possible provided that this barely has detrimental effects on their growth.译文：生活在一个竞争的世界从来没有变得不那么艰难,无压力的生活方式似乎是奢侈品,许多孩子这些天一定牺牲一个快乐的童年,他们未来的生活做准备。
Early Childhood Education
Early Childhood EducationThe scientific studies have shown that after a baby comes to form, his intelligence grows very fast from 0 to 6 years old, and the early childhood education will exert unexpected effect on kid’s self-consciousness, emotion and intellectual. So during this period, they need to be well educated. But nowadays, plenty of parents still attach not enough importance to their children’s earlier education, especially i n some backward countryside. As the couples have to work to support the family, they usually leave their kids to their grandparents or the baby-sitter who can take care of the babies’ physical body well but often neglect their spiritual cultivation. For th is situation, I think the meticulous education is essential to their later development, and every parent should put more energy into their children’s growth even if one of them has to quit job.The early education should begin with antenatal training. Before giving a birth, mothers should create an inside and outside healthy environment to stimulate the growth of the fetus appropriately through regulating both the physical and their mental states of themselves. At a certain period of time, mothers should provide the fetuses with education of visual、auditory、 and tactile sense, such as, listening to some lyrical music, reading funny stories, and watching some meaningful videos.Prenatal education has many merits. Firstly, Researches show that the babies who have accept comprehensive antenatal training will be more sensitive to music, and they have higher talent on this aspect. They’ll be very delighted as soon as they listen to the music at the same time they make some reaction. Secondly, their psychology will also be healthier and their parents will feel it easy and pleasure to foster them. Their emotion will be more stable, and they are usually cheerful in the day and less to cry in the night. Thirdly, their athletic capacity will grow well, and their four limbs will also be more agile. It will be easier and faster for them to learn to sit, to creep, to walk, and to speak.Before the kids go to a nursery school, parents should shape their kids good living habits through good leading. Most of parents care more about if their children can excel at studying in the past also if their children look good. But now they must know their personality is also very important. At first, parents must create a cozy family atmosphere to give the child a sense of security so that they will not crying around. Second they should set themselves examples through petty things, such as, throwing the litter into the dustbin. Thirdly, take all chance to get them acquainted to the surroundings, such as, teaching them the name of what they often eat and use, which can cultivate their capability of independent memory and thinking.The upper measures are very imperative for the later education. About 3 years old, the kids should be sent to the kindergarten. At the beginning of their school many kids may feel scared、anxiety and distracted, even worse, the situation would last a long time. But if the upper trainings are carried out well, they can accept the new very fast and very effectively.After the kids go to school, the parents also should do many things. First, they must help the children standardize their working and resting schedule. They cannot indulge them to get up late or late for class or be absent for school. Next, encourage them to do homework alone and sometimes company with them when at home. Teach them the rapid way of mental arithmetic. Don’t let them form the habit of lazy thinking. Then, leading them to do some easy housework, and let them learn to bearfamily responsibility. Finally, often talk to them about what they have experience in school and look into their eyes with kindness and love so that they will be more confident.Since the early childhood education is so valuable and there are varieties of techniques we need to learn, not only the parents should value on it, but also the government and society should maximize it.。
剑桥雅思(5-9)阅读同义替换词
剑桥雅思（5-9）阅读词汇同意替换Cambridge IELTS 5-9 Reading Paraphrases1. 本文包括题目中出现的同意替换（划线部分，题目词汇在前），也列出文章里较难词汇的同义词（[]中为反义词）2. 用法：做完题目后查对同意替换；精读文章时学习词汇3. 每篇词汇顺序有些杂乱，有待改进4. 参考资料：灵格斯词典中RogetⅡ: The new thesaurus 同义词词典5. 难免有疏漏错误，欢迎指正5-1-1 Johnson’s dictionarycircumscribe limit, confine, restrictgrowing importance rise, increased demandlead to be associated with, be linked towell known famousaccept the contract sign the contractnot have a withoutin excess of overcontemporary text from Elizabethans to his own time, living languagetime limit deadlinesubtleties of meaning shades of meaningprevious writer predecessor, precedentvicissitude difficulty, hardshippatronage support, sponsorshipascertain determinebring conferEnglish language the language of his countryesteem respectprevail persuadegrant offer5-1-2 Nature or nurture? (难，可精读，实验类文章)distaste dislike, aversionsuccessive subsequent, consecutivedenounce accuse, condemnreluctant unwilling, disinclinedoverwhelming greatconsensus agreement, unanimitystatistic number, data, percentage, proportion, figurediscrepancy difference, distinction, gap, incongruity, inconsistencymake-up character, personality, qualityremnant remainder, residuebenevolent [malevolent]property quality, charactermalevolent evil, maliciousforgo give up, abandonelucidate explain, illustrate, clarifybiological genetic (animal aggression instinct, primal urge) help have a positive effect oninstructed toldcomply obey, conformpositive mechanism advantageous traitpersonal values personal and moral code5-1-3 The truth about the environment （驳论文）pessimistic get worse, dark, dismal; [optimistic]be linked to be associate withslow down restrict; [accelerate]long-lasting extend well into our futurecatastrophic devastatingright appropriatedisjunction separationlopsidedness imbalanceexaggerate overstateclaim argumentselfless altruistic, benevolent, charitable, philanthropic characteristic feature, qualitycriticism scepticismimpartial objective, unbiased, neutralmeet reader s’ expectation provide what the public wants dispose throw awaywaste trash, rubbishgreen house gases carbon dioxide emissionsurgent pressing5-2-1 Bakeliteconstituent element, componentin a similar way to likein that becausebe moulded into new form reshapeorigin be derived fromreason impetus (stimulation, motivation, incentive) great advances immense progressin the field of in the domain ofpragmatic practical, realisticalternative substitutedwindle decrease, diminishamass accumulate, collectoriginal first, initial, primary; (true, authentic)outline (v.) give a general description, brief (n.), summary (n.)know as calle.g. such as, for exampleintense extreme, strongremove extractresin molten Bakelitedisdain despise, contempt, scornenjoy an unparalleled popularity be welcome; [fall of fovour]relish enjoy, savour, flavour, tasterange of colours array of shades5-2-2 What’s so funny? （抽象，可精读）nervous energy psychic tensioncontrolled release safely punctureludicrousness ridiculousness, funninesssettle on choose, agreeresolution solutionincongruity inconsistency, discrepancy, disagreementlinguistic lingualartificial intelligence language understanding and reasoning in machines revolve rotate, orbitinterpretation understandingapt appropriate, smartmutate change, convert, transformtrigger induce, causelinked to be critical foractivate spring to lifeinvolved with is associated withmost difficult task extremely demanding jobrespond instantly a rapid emotional assessmentwhatever is happening the events of the momentreact respondrecognition acknowledgementindividual responses to joke whether a joke gives pleasure or pain relate to depend onsubjective view outlookoperation work5-2-3 The birth of scientific English (难，多句意替换而非词汇替换) given considering, taking (sth) into accountprominence eminence, distinction, prestige, fameintellectual thinker, intellect, brain, scholarrenaissance revival, renewaldevelopment revolutionhow to express ideas language, writing styletreatise dissertationproperties quality, characteristic, featureperversely unreasonably, oddlydomain area, field, territorypreliminary preparatory, unpolishedcipher codeobscure vague, ambiguous; hide, concealcling to stick to, attach toinadequacy incapability, insufficiency, defect, deficiencyobjective impersonalentity existence, object, wholetranscript written copyinaugurate begin, launchfoster encourage, promote, cultivatekind genre, styledescriptions accountsspecific particularformative shaping, influentialbe overtaken this momentum was lostmomentum force, impetuslexis vocabulary; (lexical)institute establish, set up, inaugurate5-3-1 Early childhood educationsocio-economic background status, positionbe predicated on be based onbypass avoid, ignoreconfiguration pattern, shapefoster develop, encourage, nurturephenomenal wonderful, amazing, fantastic, marvelousperpetuate eternalize, immortalizeadminister give, provide, apply, carry out, managea variety of cross-section (typical, representative)not succeed disappointing, failedinsufficient inadequate, deficient, scarcefunding moneysuccess phenomenalscore highly make great stridelistening, speaking auditory comprehension, verbal ability and language ability interact with others social development5-3-2 Disappearing delta (难，多句意替换)erode corrode, wearastounding startling, amazing, astonishing, surprisingerosion scoured awaydeposit sedimentrelatively high still a lot ofdivert turn, shiftcanal channel, watercoursesedimentation the sediment sinks to the bottom of the canals laden loadedmunicipal urban, metropolitancoincide concurfood production food chain, fishing industryprincipally mainly, chiefly, primarilylook at pay close attention todevise design, invent, conceive, think upmarked increase be building up faster and faster5-3-3 The return of artificial intelligence (抽象选择题难)poised readyignite kindlecommon topic of conversation public debateirony inverted commashype pufferyjustification reasonrehabilitation recoveryinformative educational, instructive, enlighteningbring together encompass (include, contain, comprise)separate research areas disparate fields (different, diverse, various) lowest point [peak]rear bring up, raiseensue follow, succeedundue excessive, extravagantretrenchment reduction, curtailmentbe justified materialize (happen)fruition fulfillment, realizationperception optimism, realize, deem, regardpremature early, untimelyalign (with) allymundane ordinary, seculardeem consider, reckon, thinkimplement do, execute, perform, carry outmilitary impact spot camouflaged vehicles on a battlefielddifferentiate discriminate, distinguishexacerbate worsen, aggravatecategorise classifyreflect encapsulate (epitomise, symbolise)contemporary 1960s5-4-1 The impact of wilderness tourismexpansion boomlow financial cost of setting up little or no initial investmentin terms of from the perspective of/ with respect to /in respect of/with (in) relation to/ with reference to/ regarding/ concerningin this/these respect(s) from this angle/perspective/aspectregion areacharacteristic (n./adj.) feature; distinctive/typicalprevail dominateprevailing dominant/popular/widespread/prevalentdraw attractlandscape sceneryunique incomparable/unparalleledindigenous nativeisolated separate/solitary/alone/detachednew breed of kind/typegrateful appreciative/thankfulprofound deep, abstrusetrekker hikerfall declinethe amount of food farm outputtend carefood gathering hunting animals and fish and collecting fruitinhabitant dweller, residentculprit reason, sinnerundermine weakenpattern systemdilemma problem, difficulty, paradoxerosion corrosiondegradation demotion, reductiondisruptive troublesome, disturbing, intrusive, unsettlinglegion numerous, myriadinevitably inescapably, unavoidablyvehicle tool, media, meansreinvigorate restore, revitalise, reviveover the long term in the long runintegrate combine, incorporate, synthesiseconcern business, care, worryrevived renaissancecommunal public, mutualexploit use, developtransient temporaryrepatriate sendhome base headquartersaccrue accumulate, aggregatereservation preserve, reservepurchase buyhandicraft artwork, artifactproduce and sell businessaspiration ambition, dreamnorm rule, standard5-4-2 Flawed beauty: the problem with toughened glass (题目难) exert use, wield, manipulatepropagate breed, reproduce, spawn, advertise, disseminate subsequent after, laterconvert change, revertelapse passunusual rare, few and far between, uncommonpublicity press, promotion, advertising, propagandasuppress repress, sensor, banclosely examine analyse, inspect, investigatefavour love, prefer, approve (v.)fragment shard, scrapunexpectedly without warning, unpredictablyquickly rapidly, swiftly, promptlydispute argue, debate, contestincidence scale, extent, size5-4-3 The effects of light on plant and animal speciescue clue, hint, suggestionuseful reliablebe unpredictable fluctuate (vary)plenty considerablescientific evidence experimental evidencetypes speciesencourage induceout of season midwinterlight levels photoperiodbe referred to be known asreproduction breeding, propagationlonger days increasing day lengthsplants that flower when days are long long-day plants reproduce fertilizationperennial long-lasting, permanent, durableyet notcue triggeruptake intake, understandlimit maximumhorticulture gardening6-1-1 Australia’s sporting success （段配句难）demolish defeat, destroy, pull downunderpin support, back, establishfunded support financeathletes sportsmen and womencollaborate cooperateexpertise skills, ability, craft, techniquenarrow the scope focus onwring squeeze, tweak, twistprototype archetype, original, fatherprofile outlinevisual imaging image, digital camerasemploy use, apply, implementinvestigation analysis, examination, survey, inspection obstacles to optimum achievement 句意替换obstacle barrier, hurdle, impedimentoptimum best, optimal, superlative, unsurpassedevent championshipperformance requirements winning times, targetsproduce developplan preparegear towards adapt torival other country, competitor, opponent, contestant, contender reproduce copy, replicate, simulate, imitate, duplicate improve slice …off, cut offunveil uncover, reveal, unmask, display, show, expose, disclose all-encompassing all around, comprehensive, all-inclusive exclusively only, solely6-1-2 Delivering the goodsfreight goods, cargoworld globalincreasing expanding, risingtempt attract, provoke, enticecommerce trade, business, industryeffective trade condition advantagesnearby nations geographic neighbours weakening relationship is unrelated tovalue worthdelivery transportationsmall computer components disk drives product drives, componentslocal domestic, native, internalelectronic delivery telephone lines, optical fibers streamlined improved, more efficient/effective introduction invention, adoptioncapsize overturn, toppleships vessels, containerby and large generallytariff tax, dutyhaulier shipper, carrier, freighteralbeit althoughmonopoly cornerdeter discourage, prevent6-1-3 Climate change and the Inuit （标题较难）unprecedented event unusual incident precarious insecure, uncertaintough difficult, demanding; strong, unyielding autonomy independence, self-government terrain territory, region, areaindigenous native, aboriginalalternative otheressential supplies provisions, imported meat curtail reduce, condenseincidence rate, possibilityeffect impactwell-being health, welfare, prosperityat stake at risktease out obtain, get by, deal withdraw on useresolve address, solvecapricious variable, changeable, inconsistent appreciate understandimpossible out of the questioncatch exploitsustenance food, nourishmentinhabitant colonist, occupanta few a handful ofgive up abandonlifestyles waysdepend mainly on rely heavily onproduce meatexpensive costly6-2-1 The advantages of public transportpeople power democratic (democracy); [republican]favour prefer, approve, accept, benefittravel time travelling time, commuting time, commute timebe stable remain constantcongestion (massive) traffic jams, gridlockwealth incomeviable feasiblerefute disprove, discreditstarkly severely, evidentlyconvert change, transformproposal suggestion, requestadvocate recommend, supportrelated connectedflourish thrive, prosper, boomminimal limited; [maximal]hard inappropriateinhabitant resident, occupant, dweller, (citizen, civilian, populace, people)live accommodationbicycle friendly high level of bicycle usagereasonable averagely good, moderate, temperate6-2-2 Greying population stays in the pinkgreying population elderly peoplein the pink healthyafflict trouble, tortureshow reveal, uncoverage-related medical problems diseases associated with old age, medical complaints speed ratefalling smalleraffect strike, appearincreasing acceleratedevelopment advanceincrease surgedue to reflect, be attributed topollution poorer air qualitylink correlationlife expectancy live longerconsiderable reduction significant dropcost $200 billion, financial burdenpredicted expectedindependence self-relianceretain keep, hold, reserve, maintainexercise physical activitiesdecline deteriorate, degenerate, languish, worsen loneliness emotionally isolatedfare best manage/develop well6-2-3 Numeration （难）bound up with sth. closely connected with sth. sequence of events/words ordersufficiency enoughquality how manyfarming grow plantsdeveloped sophiscatedparamount supreme, primary, dominant arithmetic numerationbody language gesturesprevent misunderstanding resolve any confusion limited restrictedexpress deal withpeople average personfulfil a civic role qualify as a witness in a court of law grasp understanding, capacityconceive think, imaginedistinct separate, evident, clearhindrance barrier, obstaclebe registered in the mind realized, noticed concept specific wordseparate from independent ofnewer laterrelic trace, vestige, remainsindispensable essential, necessary6-3-1 Filmboulevard avenuestunned shocked, astonishedthrilled excitedroutine regular, habitual, frequentgrasp understand, comprehendimportant be worth tryingfirst initialimpact power and magicpassing of time flow of events, flow of timecultures life and valuesactor star, film personalities(film) personality celebrity, heroenduring long-lasting, permanentlegacy heritage, traditionby no means certainly notnovelty newness, innovation, originalitystoryline storynarrative account, story, reportconvention tradition, agreement; conference6-3-2 Motivating employees under adverse conditionsmotivate stimulate, prompt, inspireadverse unfavourable, disadvantageous, negative [positive]grow expanddecline shrinkoptimism [pessimism]entice encouragebe prone to be liable to, be likely to, tend to, incline to, have a tendency to less skilled employee minor/secondary employeeredundant unemployed, dismissedrumour gossipautonomous independent, self-governingaffiliation alliance, associationspecific precise, detailed, exacttarget goal, aim, object, objectivefeedback comment, remarkexternal [internal]be assigned be allocated, be distributedcollectively [individually]in conjunction with together withperception (perceive) sensebe consistent with [be inconsistent with]feel perceiverealistic achievable, attainable, obtainableappraisal assessment, evaluationvalid true, credible, logical, sound, well-groundedreinforce strengthenscope rangeindividual personalisebe contigent on be dependent on, rely onachievement performance, accomplishmentpromotion advancementearning remuneration, payment, salary, compensationdisclose increase the visibility, eliminate the secrecy, expose, reveal, unveil publicise advertise, promotetransparent clear, lucidfair equitable (equity, inequity), equalweigh think over, consider, ponder, reflect, contemplate6-3-3 The search for the anti-aging pillvigor vitality, strengthinfirmity weaknesslongevity long lifedrugs treatmentdelay slowgrowing old agingfewer restrictionextend increaseequivalent (to) equalpeople mortalsdiet regimen (treatment, therapy)disease disordermimic imitate, mockmimetic imitativeate what they wanted free-feedinggreater quantities [lower levels]reduced chance decreased likelihoodless likely to reduced risktaut promote, publicisetoxic poisonousdose amountretard slow, detainproduction generationemit release, send outfocus on emphasizein short supply scarce6-4-1 Doctoring sales （议论文，标题难）representative delegate, deputy, agent; typicalphysician doctor [surgeon]drug company pharmaceutical companyincentive stimulus, encouragementprofile outline, descriptionmoral ethicalbribe buymarketing technique marketing practices escalate increaseextravagance excess, luxury, wastebrochure pamphlet, bookletinundation floodevidence of drug promotion pen, tabletvisible watch, seerecipient receiverpersuaded influencedresearch studyprescribe dispensebottom line final result; essential pointsky-rocketing sky highlegitimate right, legal, lawfulmoney profitscrutinize inspect, examine, check6-4-2 Do literate women make better mothers? adults men and womenmaternal literacy mothers can read and write attitudes to children value its children more highly eliminate remove, excludewhen asmortality deathlevels rate, figureslearn to read be educatedstay remainNational Literacy Crusade campaignchild infantmalnourished undernourishedopt chooseexert apply, useimplication hint, suggestionmoney budgetmaternal [paternal], femaleeffects pay-offbypass avoid, escape, ignoremature adult, grownreplicate copy, duplicate, reproduce6-4-3 Bullyingpersistent enduring, chronic, endlessresearch surveydifficult to deal with recalcitrant, unruly, disobedientchildren who are bullied victimised pupilshave experiencein later life as adultsoffence crime, misdeedcommon refrain clichéresource helpinquiry question, enquiry, investigation, inquestdecline 50% halveoptimum optimal, bestthe most important step a key stepproduce developdetailed explicit, clear, unambiguous, specificsanction permission, approval, penaltyconsultation discussion, conference, counseldisseminate spread, distribute, disperse, propagate implement carry out, do, perform, executeback (up) supportearly part early phasein the light of considering, in the view ofsubstitute replacement, surrogatepotential be liable toself-confident assertivenesseffective usefulrecognise the difference between A and B distinguish A from B prevention intervention7-1-1L et’s go batsfraction amount, proportionuncanny unnatural, weird, unexpected, exceptional navigate find their way, guide, pilot, maneuverearly mammal mammalian ancestoravoid dying out manage to survivein the absence of withoutobstruct block, impedevision seeingmanoeuvre move, guide, performprohibitive expensiveilluminate light, elucidate, clarify, illustratecomparable like, similar, corresponding, parallel, equivalent phantom unreal, ghostarm or leg limbperceive sensecalculate measureapply exploit, implement, practice, usefinding detectionmilitary martial, warlikeor rather more exactly/specifically/accuratelyresult in lead to, perfect (v.) (polish, refine)detection navigationtechnically strictlyinaccurate incorrectrefer to talk about, speak of, mention; concern, be relevant to underlying basic, essential, fundamentalcoin name, call, know as, term, christen, dubcover include7-1-2 Making every drop countmanipulate exploit, use, handleexpand extend, enlargesource origin/derivationinnovative novel/original/unprecedentedlayout design/plan/blueprint/schemeoccupant resident/dweller/inhabitantexplode soarmonumental giant, heroic, historic, significantdue primarily to mainly because ofgenerate produceinferior subordinate; [superior]adequate sufficientconsequence outcomejeopardise endanger/threaten/imperilcompensation paymentspecies breedecosystem environmentthrive prosper/flourishdispute debate/contend/controversytension pressure/stressscientist resource planner, water expertrevision change, shift/amendmentrezort option/resourceopposition resistance/objectionaddress tackle/solve/deal withsurprising unexpectedlydiminish decreasedownward trend fallremarkable notable/exceptionala range of a spectrum ofdomestic home, nationalconserve preserve/savepeak summitstandard specification /criteria/normregion zone/terrain/territoryecological bionomical (bionomics = ecology)/environmental7-1-3 Educating psyche （抽象，难）ways approachesnot traditional radical newunimportant peripheralrecall remembervalid true, credible, well-groundedreadily easilyinstruction education, learning, teaching, order, directionteachers should train students teaching systemvariant versionsolemnly seriouslyprior to beforehand, preliminarydemanding [easy and pleasant]likewise also, furthermoresimilar not unusualconventional classes language teaching, ordinary classes, traditional classes distinctive special, characteristic, typicalretain learn, keep, maintainadmit acknowledgeritual ceremony, form, riteautocratic categoricdesignate allocate, appoint, call, nameaccredited accepted, believedwell known notoriety (fame, popularity, reputation, notoriousness) emulate imitate, copy, compete, contestprocedure sessionunspectacular mediocre7-2-1 Why pagodas don’t fall down (力学背景，较难理解)flimsy delicate, weaklighting illuminationtopple overturn, capsizeflatten leveldevastate destroy, ruinmagnificent majestic, splendid, remarkableunscathed safe, uninjured, unharmederect constructdampen decrease, restrainbuilders carpentersabsorb some of the power sway and settle itselfsevere weather conditions nature’s forcesoriginal firstreligious purpose Buddhismobservation post watchtowerdispense with get rid of, withoutbatter strike, attackeave roofhalf fifty per centfloor storeyresilience flexibility, buoyancypillar column, pilebear the weight carry the loadbend flexstationary fixed, unmoving, stillslither slideconsecutive successivestop constrainjolt shake, bump, jerk7-2-2 The true cost of foodcollateral parallel, additionalenervation depletion, impoverishmentcolossal immense, enormousdecline vanishfertility richness, productivitychemical fertilizerwater sources lakesaesthetic artisticarable cultivabledomestic water drinking waterillness caused by food food poisoningthree different types threefoldsubsidy grantprop up support, sustainfeasible possible, viablepremium additional paymentcommitment responsibility, obligationcomprise contain, encompass, includeinitiate begin, launch, undertakechange shift7-2-3 Makete integrated rural transport project （文章最长）tackle solve, address, cope with, deal with present offer, giveassumption premise, postulation, supposition identify be understoodregarding on, aboutalmost inaccessible be virtually totally isolated local area within the localityimplement carry out, performconstruction buildrefinement improvementlocal people communitiesbuses and trucks motorized vehicleshinder prevent, obstruct, impede, hold back officials authoritiesmodel reference7-3-1 Ant intelligence （难）scrutiny inspection, examination, observation repel repulsecommunication contactpropagate spread, disseminate, breed, reproduce advanced sophisticated, be overtakenaffect ruinwaste use enormous amounts ofsecretion antibioticsunwanted materials wastedevelop domesticategenetic DNAupgrade improve, modifyexchange swap, sharecity life urban lifestyleforcing house encourageintricate complicated, elaborateoutstrip exceed, outdo, surpassfind their way navigateposition bearingsense of smell odourexhaustive thorough, complete7-3-2 Population movements and genetics footing foundation, basis, statuslong-standing long-lasting, old, enduring prehistoric firstvariant variation, diversity, versionmeasure calibratecloseness of the relationship interbreeding further evidence other researchthree-wave theory conclusionsdental teethteeth specimenprehistoric ancientAmerican and Asia New and Old World credence credit, belief7-3-3 The preservation of European forest combat fight, strugglejoint (action) communal, mutualexclude discardcondemned fated, doomedunrivaled unparalleled, incomparable unwind relax, restbiological functions the other aspects natural primarytranscend exceed, surpass, excelboundary frontier, borderresolution conclusion, determination, decision issue publish, releasesurveillance watchculprit sinner, offenderaccentuate emphasizeconcentrate on focus onpreserve reserveinformation databankshared generally availablepriority preferentialresources support7-4-1 Endless harvestbounty bonus, rewardnourishment food, nutritionmore than exceed, in excess ofsharp decrease crashmandate order, commandeach year annualkeep a check monitorauthority power, rightsufficient abundancebe successful prospercommission authorise, entitle, empowerestablish foundcertify witness, guarantee, warrantsubsistence sustenance, livingprompt impel, propel, trigger, stimulatecumulative accumulativeculminate peak, climaxlabel display7-4-2 Pulling strings to build pyramidsreckon deem, considerlarge number of people tens of thousands of slavesperuse study, examinemonument memorialstrange oddposture position, poseintrigue attract, interestrig up set upscaffold stage, platformapex summit, toptrolley cartclean (adv.) completely, entirelyraise liftlift bearlarge pieces of massive blocks ofuse harnessobject artefactresemble look likesend deliverfoe enemy7-4-3 Effects of noiseplausible believable, credibledisruptive troublesome, disturbing, intrusive, unsettling interfere affectat once at the same time, at a timecapability abilityhigh-pitched/ low-pitched noise loud/ soft noise, intense noise make it stop controlreduce eliminatelong-term chronic, lastingmistake errorunexpected unpredictablemanifest take its toll。
雅思阅读分类
精心整理剑4Test1ReadingPassage1无标题热带雨林Q1-8对错题Q9-13TheboxbelowgivesalistofresponsesA-PtothequestionnairediscussedinReadingPassage1.Answerthef ollowingquestionsbychoosingthecorrectresponsesA-P.Q14标题题剑4Test1ReadingPassage2Whatdowhalesfeel?自然科学生物Q15-21填空题Q22-26简答题剑Q27-29选择题Q30-32配对题Q33-39填空题Q40选择题剑4Test2Reading1LostforWordsQ1-4填空题Q5-9配对题Q10-13剑医学Q14-15Q16-23对错题Q24-26填空题剑4Test2Reading3PlayisaseriousbusinessPhysiology自然科学Q27-32配对题Q33-35选择题剑4Test3Reading1Micro-EnterpriseCreditforStreetYouth社会组织公益Q1-4选择题Q5-8填空题Q9-12对错题Q13选择题剑4Test3Reading2V olcanoes-earth-shatteringnewsQ14-17小标题Q18-21简答题Q22-26填空题剑4Test3Reading3ObtainingLinguisticDataQ27-31配对Q32-36填空Q37-40填空剑营养健康Q1-6对错题Q7-10填空题Q11-13剑社会科学人类学Q14-19对错题Q20-23选择题Q24-27填空题Q28-31标题配对剑4Test4Reading3TheproblemofScarceResources社会科学资源分配Q32-35配对题剑5Test1Reading1Johnson’sDictionary社会科学语言Q1-3选择题Q4-7填空题Q8-13对错题剑5Test1Reading2NatureorNurture?行为心理教育社会科学Q14-19配对题Q20-22选择题Q23-26对错题剑5Test1Reading3TheTruthabouttheEnvironmentQ27-32对错题Q33-37选择题Q38-40填空配对剑Q1-3填空题Q4-8填空题Q9-13配对题剑社会科学语言Q14-20Q21-23填空题Q24-27配对题剑5Test2Reading3TheBirthofScientificEnglish社会科学Q28-34填空题Q35-37对错题Q38-40填空Table剑5Test3Reading1EarlyChildhoodEducation社会科学Q1-4WritethecorrectletterA-Finboxes1-4onyouranswersheet.Q5-10WritethecorrectletterA,B,CorDinboxes5-10onyouranswersheet.Q11-13对错题剑5Test3Reading2DisappearingDelta地理自然科学Q14-17标题题ListofHeadingsQ18-23对错题Q24-26填空题剑5Test3Reading3TheReturnofArtificialIntelligenceQ32-37对错题Q38-40选择题剑Q4-9对错题Q10-13填空题剑自然科学Q14-17Q18-23Q24-26剑5Test4Reading3Theeffectsoflightonplantandanimalspecies自然科学Q27-33对错题Q34-40填空题剑6Test1Reading1Australia’sSportingSuccess社会科学Q1-7Writethecorrect,A-F,inboxes1-7onyouranswersheetQ8-11配对题Q12-13简答题剑6Test1Reading2Deliveringthegoods物流运输社会科学历史Q14-17Writethecorrectletter,A-I,inboxes14-17onyouranswersheetQ18-22对错题Q23-26填空题剑6Test1Reading3ClimateChangeandtheInuit因纽特人和环境变化历史Q27-32标题题Q33-40填空题剑6Test2Reading1AdvantagesofpublictransportQ1-5标题题Q6-10对错题Q11-13配对题剑Q14-22填空题Q23-26配对题剑Q32-40剑Q1-5Writethecorrectletter,A-J,inboxes1-5onyouranswersheetQ6-9对错题Q10-13选择题Q14-18小标题剑6Test3Reading2MotivatingEmployeesunderAdverseConditions社会科学Q19-24对错题Q25-27标题题剑6Test3Reading3TheSearchfortheAnti-agingPill抗衰老自然科学Q28-32对错题Q33-37Writethecorrectletter,A,B,orC,inboxes33-37onyouranswersheet. 剑6Test4Reading1DoctoringSales经济社会科学Q1-7标题题Q8-13对错题剑Q14-18填空题Q19-24对错题Q25-26选择题剑6Test4Reading3无标题校园恶霸BullyQ27-30标题题Q31-34选择题Q35-40选择题剑Q6-13填空题剑资源利用社会科学Q14-20配对题Q21-26对错题剑7Test1Reading3EducatingPsyche教育社会科学Q27-30选择题Q31-36对错题Q37-40Completethesummaryusingthelistofwords,A-K,below.剑7Test2Reading1Whypagodasdon’tfalldown?建筑社会科学Q1-4对错题Q5-10Writethecorrectletter,A,BorC,inboxes5-10onyouranswersheet.Q11-13选择题剑7Test2Reading2TheTrueCostofFood经济社会科学Q14-17Writethecorrectletter,A-G,inboxes14-17onyouranswersheet.Q18-21对错题Q22-26选择题剑Q27-30标题配对ListofheadingsQ31-35对错题Q40选择题剑7Test3Reading1AntIntelligenceQ1-6对错题Q7-13填空题Q14-19剑历史Q20-21地图Q22-25表格Writethecorrectletter,A,B,orC,inboxes22-25onyouranswersheet. Q26选择题剑7Test3Reading3无标题Forests自然科学Q27-33对错题Q34-39Writethecorrectletter,A-J,inboxes34-39onyouranswersheet.Q40选择题剑7Test4Reading1Pullingstringstobuildpyramids金字塔建造建筑社会科学Q1-7对错题Q8-13选择题剑7Test4Reading2EndlessHarvestAlaska历史环境社会科学Q14-20对错题Q21-26Writethecorrectletter,A-K,inboxes21-26onyouranswersheet.剑7Test4Reading3EffectsofnoiseQ30-34填空题剑8Test1Reading1AChronicleofTimekeepingersheet.Q5-8配对Q9-13图填空剑Q20-26剑Q31-40表格填空剑8Test2Reading1Sheetglassmanufacture:thefloatprogress材料自然科学Q1-8表格和图的填空Q9-13对错题剑8Test2Reading2Thelittleiceage小冰期历史环境自然科学Q14-17ListofheadingsQ18-22填空Q23-26选择剑8Test2Reading3Themeaningandpowerofsmell味道自然科学Q33-36选择题Q37-40填空题剑8Test3Reading1Strikingbackatlightningwithlasers激光闪电自然科学Q1-3选择题Q4-10填空题Q11-13对错题剑8Test3Reading2Thenatureofgenius天才社会科学Q19-26对错题剑Q27-32ListofheadingsQ33-36填空题Q37-40剑教育社会科学Q6-9对错题Q10-13选择题剑8Test4Reading2Biologicalcontrolofpests控虫自然科学Q14-17选择题Q18-21对错题Q22-26Writethecorrectletter,A-I,inboxes22-26onyouranswersheet.剑8Test4Reading3CollectingAntSpecimens生物自然科学Q27-30对错题Q31-36配对Writethecorrectletter,A,B,CorD,inboxes31-36onyouranswersheet.Q37-40图填空剑9Test1Reading1WilliamHenryPerkin人物故事社会科学Q1-7对错题Q8-13简答题剑9Test1Reading2Isthereanybodyoutthere?Q14-17ListofheadingsQ18-20简答题Q21-26对错题剑9Test1Reading3Thehistoryofthetortoise生物历史Q27-30简答题Q31-33对错题Q34-39填空题流程Q40选择题剑教育社会科学Q7-10简答题Q11-13剑9Test2Reading2Venusintransit天文自然科学Q14-17Writethecorrectletter,A-G,inboxes14-17onyouranswersheetQ18-21配对题Matcheachstatementwiththecorrectperson,A,B,CorD.Q22-26对错题剑9Test2Reading3Aneuroscientistrevealshowtothinkdifferently人脑神经自然科学Q27-31选择题Q38-40Writethecorrectletter,A-E,inboxes38-40onyouranswersheet.剑9Test3Reading1Attitudestolanguage语言社会科学Q1-8对错题Q9-12填空题Q13选择题剑9Test3Reading2TidalPower潮汐能自然科学Q18-22ChooseFiveletters,A-J.Q23-26填空图剑9Test3Reading3Informationtheory-thebigideaQ33-37填空题Q38-40对错题剑Q1-6对错题Q7-13剑ssenseofidentity孩子的自我意识社会科学Q20-23配对题Matcheachfindingwiththecorrectresearcherorresearchers,A-E. Q24-26填空题剑9Test4Reading3TheDevelopmentofMuseums历史Q31-36选择题Q37-40对错题剑10Test1Reading1Stepwells建筑社会科学Q6-8简答题Q9-13填空题剑10Test1Reading2EuropeanTransportSystem交通运输社会科学Q14-21ListofheadingsQ22-26对错题剑科学Q27-30选择题Q36-40对错题剑10Test2Reading1TeaandtheindustrialrevolutionQ1-7ListofheadingsQ8-13对错题剑Q18-22配对Q23-26剑绘画艺术社会科学Q27-31填空题Q32-35选择题Q36-40对错题剑10Test3Reading1Thecontext,meaningandscopeoftourism旅游社会科学Q1-4ListofheadingsQ5-10对错题剑10Test3Reading2AutumnleavesCanadianwriterJayIngraminvestigatesthemysteryofwhyleavesturnredinthe fall植物自然科学Q14-18Writethecorrectletter,A-I,inboxes14-18onyouranswersheet.Q19-22填空题Q23-25对错题Q26选择题剑地理航海自然科学Q27-31填空Q32-35选择题Q36-40对错题剑Q1-6填空题Q7-13对错题剑心里学Q14-18Q19-22Q23-26Writethecorrectletter,A-H,inboxes23-26onyouranswersheet.剑10Test4Reading3Whenevolutionrunsbackwards进化生物自然科学Q27-31选择题Q32-36Completeeachsentencewiththecorrectending,A-G,below.Q37-40对错题剑11Test1Reading1Crop-growingskyscrapers用地社会科学Q8-13对错题剑11Test1Reading2TheFalkirkWheelAuniqueengineeringachievement机械社会科学Q14-19对错题Q20-26图填空题剑Q30-36填空题表格Q37-40配对题剑故事历史Q1-4对错题Q5-8配对题Q9-13图填空题剑历史Q21-24Q25-26剑11Test2Reading3Neuroaesthetics神经美学自然科学Q27-30选择题Q31-33选择题Q34-39对错题Q40选择题剑11Test3Reading1ThestoryofsilkThehistoryoftheworld’smostluxuriousfabric,fromancientChinatothepresen tday历史Q1-9填空题Q10-13对错题剑11Test3Reading2GreatMigrations迁徙生物自然科学Q14-18对错题Q19-22Writethecorrectletter,A-G,inboxes19-22onyouranswersheet.Q23-26选择题剑11Test3Reading3Prefaceto‘学Q35-40填空题剑11Test4Reading1ResearchusingtwinsQ1-4对错题Q5-9配对题Q10-13填空题剑Q14-18Q19-23剑11Test4Reading3‘ThisMarvellousInvention’语言社会科学Q27-32ListofheadingsQ33-36填空题Q37-40对错题标题对应题Test3Passage2Q14-17 Test4Passage3Q28-31 Ielts5Test3Passage2Q14-17 Test4Passage1Q1-3 Ielts6Test1Passage3Q27-32 Test2Passage1Q1-5 Test3Passage2Q14-18 Test4Passage1Q1-7 Test4Passage3Q27-30 Ielts7Test1Passage2Q14-20 Test2Passage3Q27-30Ielts8Test2Passage3Q27-32 Test3Passage3Q27-32 Test4Passage1Q1-5 Ielts9Test1Passage2Q14-17 Test4Passage3Q27-30Test1Passage2Q14-21 Test2Passage1Q1-7 Test3Passage1Q1-4 摘要题Ielts4Test1Passage3Q33-39Test2Passage1Q1-4 Test3Passage2Q22-26 Test3Passage3Q37-40 Test4Passage2Q24-27 Ielts5Test1Passage1Q4-7Test1Passage3Q38-40 Test2Passage1Q1-3Ielts6Test1Passage2Q23-26 Test1Passage3Q33-40 Test2Passage2Q14-22 Test4Passage2Q14-18 Test4Passage3Q35-39 Ielts7Test1Passage1Q6-9 Test1Passage3Q37-40 Test2Passage2Q22-26 Test3Passage1Q7-13 Test4Passage1Q8-13 Test4Passage3Q30-34 Ielts8Test2Passage2Q18-22 Test3Passage1Q7-10 Ielts9Test3Passage1Q9-12 Test4Passage2Q24-26 Ielts10Test2Passage3Q27-31 Test3Passage3Q27-31完成句子题Ielts4Ielts5Test2Passage2Q24-27 Test4Passage3Q34-40 Ielts6Test2Passage2Q23-26 Test2Passage3Q27-31Ielts7Test1Passage1Q10-13 Test2Passage3Q36-39 Test4Passage2Q21-26 Ielts8Test1Passage3Q27-30 Test2Passage3Q37-40Test3Passage1Q4-6 Test3Passage3Q33-36 Test4Passage2Q22-26 Ielts9Test3Passage3Q33-37 Test4Passage1Q7-13Ielts10Test1Passage3Q31-35Test4Passage3Q32-36 简答题Ielts4Test1Passage2Q22-26 Test3Passage2Q18-21 Ielts6Test1Passage1Q12-13 Ielts9Test1Passage1Q8-13 Test1Passage2Q18-20 Test1Passage3Q27-30 Test2Passage1Q7-10 Ielts10Test1Passage1Q6-8 图表题Ielts4Test1Passage2Q15-21 Test2Passage2Q24-26 Test3Passage1Q5-8Test3Passage3Q32-36 Ielts5Ielts6Test3Passage3Q38-40 Ielts7Test3passage2Q20-21 Ielts8Test1Passage1Q9-13精心整理精心整理Test1Passage3Q31-40 Test2Passage1Q1-8 Test4Passage3Q37-40 Ielts9Test1Passage3Q34-39 Test3Passage2Q23-26 Ielts10 TestPassage1Q9-13 选择题Ielts4Test1Passage1Q14-14 Test1Passage3Q27-29 Test1Passage3Q40-40 Test2Passage2Q14-15 Test2Passage2Q33-35Test4Passage2Q22-23 Ielts5Test1Passage1Q1-3。
雅思阅读真题话题汇总
LanguageC4T2R1 Lost for WordsC5T1R1 Johnson’s DictionaryC5T2R3 The Birth of Scientific EnglishC4T3R3 Obtaining Linguistic DataC9T3R1 Attitude to LanguageEnvironmentC4T1R1 RainforestC5T1R3 The Truth about the EnvironmentC5T3R2 Disappearing DeltaC7T1R2 Making Every Drop CountC7T2R2 The True Cost of Food (Food)C7T3R3 DeforestationC5T4R1 The Impact of Wildness Tourism (Tourism) EducationC4T2R3 Play is a Serious BusinessC5T2R3 Early Childhood EducationC9T2R1 Children DevelopmentBiologyC4T1R2 What Do Whales Feel?C5T4R3 The Effect of Light on Plant and Animal SpeciesC7T1R1 Let’s Go Bats (Technology)C7T3R1 Ant IntelligenceC7T3R2 Population Movement and Genetics (Geography, Society) C8T2R3 The Meaning and Power of SmellC8T3R3 How Does the Biological Clock Tick?C8T4R2 Biological Control of PestsC8T4R3 Collecting Ant SpecimensC8T3R2 The Nature of GeniusPsychologyC4T1R3 Visual Symbols and the BlindC5T1R2 Nature or NurtureC5T2R2 What’s so Funny?C7T1R3 Educating PsychoC8T1R3 TelepathyC9T2R3 A Neuroscientist Reveals How to Think DifferentlyC9T4R2 Young Children’s Sense of IdentityHealth/ MedicineC4T2R2 Alternative Medicine in AustraliaC4T4R3 The Problem of Scarce ResourcesC6T2R2 Greying Population Stays in the PinkC6T3R3 The Search for Anti-aging PillsC6T4R1 Doctoring SalesTechnologyC5T2R1 BakeliteC5T3R3 The Return of Artificial IntelligenceC5T4R2 Flawed Beauty: the Problem with Toughened Glasses C8T1R1 A Chronicle of TimekeepingC8T2R1 Sheet Glass Manufacture: the Float ProcessC9T3R3 Information Theory – the Big Idea GeographyC4T3R2 V olcanoes-earth-shattering NewsC6T1R3 Climate Change and the InuitC8T2R2 The Little Ice AgeC8T4R1 Land of the Rising SumC9T2R2 Venus in TransitC9T3R2 Tidal PowerC9T1R2 Is There Anybody out There?SportsC4T4R1 How much higher? How much faster?C6T1R1 Australia Sporting SuccessArchaeologyC4T4R2 The Nature and Aims of Archeology TransportC6T1R2 Delivering the GoodsC6T2R1 Advantages of Public TransportC8T1R2 Air Traffic Control in the USAScienceC6T2R3 NumerationMediaC6T3R1 CinemaSociety/ Social LifeC4T3R1 Micro-Enterprise Credit for Street YouthC6T3R2 Motivating Employees under Adverse ConditionsC6T4R2 Do Literate Women Make Better Mothers?C6T4R3 BullyingC7T2R3 Makete Integrated Rural Transport ProjectC7T4R2 Endless HarvestC7T4R3 Effects of Noise (Environment, Biology) ArchitectureC7T2R1 Why Pagodas don’t Fall downC7T4R1 Pulling Strings to Build PyramidsCultureC8T3R1 Striking Back at Lightning With Lasers (Physics) C9T1R1 William Henry PerkinC9T1R2 The History of the Tortoise (Biology)C9T4R1 The Life and Work of Marie CurieC9T4R3 The Development of Museums。
雅思阅读练习题：Does online preschool program work-
雅思阅读练习题：Does online preschool program work?Preschool is good for children, but it’s expensive.Can 4-year-olds learn what they need to know for kindergarten by sitting in front of a computer for 15 minutes a day?Utah is betting they can. This year, more than 6,600 children across the state are learning by logging on to laptops at home in a taxpayer-funded online preschool program that is unlike any other.This is preschool without circle time on the carpet, free play with friends and real,live teachers.In online preschool, children navigate(航行)through a series of lessons, games and songs with the help of a computer mouse and two animated raccoons(浣熊)named Rusty and Rosy.The Obama administration last year awarded an $11.5 million grant to expand the online program into rural communities to study how well it prepares children for kindergarten.Schools in South Carolina are testing it, and Idaho lawmakers are considering a pilot program(试点项目).It’s a sign of the growing interest among educators in using technology to customize(定制)learning, even for the youngest children. It also gives children who might otherwise not get any preparation for elementary school a chance to experience an academic program. (这也给了那些上小学前原本可能没有任何准备的孩子一个机会来体验学习课程。
剑桥雅思阅读9原文答案解析（test4）
剑桥雅思阅读9原文答案解析(test4)剑桥雅思阅读部分的题目可以进行一些分类总结，因为考试的常见内容一般都会在下次考试中出现的。
下面就是今天小编给大家带来的剑桥雅思阅读9(test4)的内容，希望能够帮助同学们备考雅思考试。
剑桥雅思阅读9原文(test4)READING PASSAGE 1You should spend about 20 minutes on Questions 1—13, which are based on Reading Passage 1 below.The life and work of Marie CurieMarie Curie is probably the most famous woman scientist who has ever lived. Born Maria Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was twice a winner of the Nobel Prize. With her husband, Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics, and was then sole winner of the 1911 Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize.From childhood, Marie was remarkable for her prodigious memory, and at the age of 16 won a gold medal on completion of her secondary education. Because her father lost his savings through bad investment, she then had to take work as a teacher. Form her e arnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would, in turn, later help her to get an education.In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne (the University of Paris). She often worked far into the night and lived on little more than bread and butter and tea. She came first in the examination in the physical sciences in 1893, and in 1894 was placed second in the examination in mathematical sciences. It was not until thespring of that year that she was introduced to Pierre Curie.Their marriage in 1895 marked the start of a partnership that was soon to achieve results of world significance. Following Henri Becquerel’s discovery in 1896 of a new phenomenon, which Marie later called ‘‘radioactivity’, Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium.Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained only by the presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie joined her in the work that she had undertaken to resolve this problem, and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was achieved with the help of the chemist Andre-Louis Debierne, one of Pierre Curie’s pupils. Based on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.The births of Marie’s two daughters, lrène and Eve, in 1897 and 1904 failed to interrupt her scientific work. She was appointed lecturer in physics at the Ecole Normale Supérieure for girls in Sèvres, France (1900), and introduced a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a turning point in her career:henceforth she was to devote all her energy to completing alone the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her hu sband’s death, becoming the first woman to teach at the Sorbonne. In 1911 she was awarded the Noble Prize for Chemistry for the isolation of a pure form of radium.During World War I, Marie Curie, with the help of her daughter Irène, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as ‘Little Curies’, used for the treatment of wounded soldiers. In 1918 the Radium Institute, whose staff Irène had joined, began to operate in earnest, and became a centre for nuclear physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substances and their medical applications.In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United States to raise funds for research on radium. Women there presented her with a gram of radium for her campaign. Marie also gave lectures in Belgium, Brazil, Spain and Czechoslovakia and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris, and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became director.One of Marie Curie’s outstanding achievements was to have understood the need to accumulate intense radioactive sources, not only to treat illness but also to maintain an abundant supply for research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a decisive contribution to the success of the experiments undertaken in the years around1930. This work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by lrène and Frédéric Joliot Curie of artificial radioactivity.A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She had often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave off.Her contribution to physics had been immense, not only in her own work, the importance of which had been demonstrated by her two Nobel Prizes, but because of her influence on subsequent generations of nuclear physicists and chemists.Questions 1—6Do the following statements agree with the information given in Reading Passage 1? In boxes 1—6 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this1 Marie Curie’s husband was a joint winner of both Marie’s Nobel Prizes.2 Marie became interested in science when she was a child.3 Marie was able to attend the Sorbonne because of her sister’s financial contribution.4 Marie stopped doing research for several years when her children were born.5 Marie took over the teaching position her husband had held.6 Marie’s sister Bronia studied the medical uses of radioactivity.Questions 7—13Complete the notes below.Choose ONE WORD from the passage for each answer.Write your answers in boxes 7—13 on your answer sheet.Marie Curie’s research on radioactivityWhen uranium was discovered to be radioactive, Marie Curie found that the element called 7______ had the same property.Marie and Pierre Curi e’s research into the radioactivity of the mineral known as 8_______ led to the discovery of two elements.In 1911, Marie Curie received recognition for her work on the element 9_______Marie and lrène Curie developed X-radiography which was used as a medical technique for 10 ______Marie Curie saw the importance of collecting radioactive material both for research and for cases of 11 ______.The radioactive material stocked in Paris contributed to the discoveries in the 1930s of the 12 ______ and of what was know as artificial radioactivity.During her research, Marie Curie was exposed to radiation and as a result she suffered from 13 ______.READING PASSAGE 2You should spend about 20 minutes on Questions 14—26 which are based on Reading Passage 2 below.Y oung children’s sense of identityA. A sense of self develops in young children by degrees. The process can usefully be thought of in terms of the gradual emergence of two somewhat separate features: the self as a subject, and the self as an object. William James introduced the distinction in 1892, and contemporaries of his, such as Charles Cooley, added to the developing debate. Ever since thenpsychologists have continued building on the theory.B. According to James, a child’s first step on the road to self-understanding can be seen as the recognition that he or she exists. This is an aspect of the self that he labeled ‘self-as-subject’, and he gave it various elements. These included an awareness of one’s own agency (i.e. one’s power to act), and an awa reness of one’s distinctiveness from other people. These features gradually emerge as infants explore their world and interact with caregivers. Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power. He proposed that the earliest examples of this are an infant’s attempts to control physical objects, such as toys or his or her own limbs. This is followed by attempts to affect the behaviour of other people. For example, infants learn that when they cry or smile someone responds to them.C. Another powerful source of information for infants about the effects they can have on the world around them is provided when others mimic them. Many parents spend a lot of time, particularly in the early months, copying their infant’s vocalizations and expressions. In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own movements. This is not to say that infants recognize the reflection as their own image (a later development). However, Lewis and Brooks-Gunn (1979) suggest that infants’ developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people. This is because they, and only they, can change the reflection in the mirror.D. This understanding that children gain of themselves asactive agent continues to develop in their attempts to co-operate with others in play. Dunn (1988) points out that it is in such day-to –day relationships and interactions that the child’s understanding of his-or herself emerges. Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly.E. Once children have acquired a certain level of self-awareness, they begin to place themselves in whole series of categories, which together play such an important part in defining them uniquely as ‘themselves’. This second step in the development of a full sense of self is what James called the ‘self-as-object’. This has been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people (such as trustworthiness, shyness, sporting ability).F. Cooley and other researchers suggested a close connection between a person’s own understanding of their identity and other people’s understanding of it. Cooley believed that people build up their sense of identity form the reactions of others to them, and form the view they believe others have of them. He called the self-as-object the ‘looking-glass self’, since people come to see themselves as they are reflected in others. Mead (1934) went even further and saw the self and the social world as inextricably bound together: ‘Th e self is essentially a social structure, and it arises in social experience… it is impossible to conceive of a self arising outside of socialexperience.’G. Lewis and Brooks-Gunn argued that an important developmental milestone is reached when children become able to recognize themselves visually without the support of seeing contingent movement. This recognition occurs around their second birthday. In one experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children who were playing in front of a mirror, and then observed how often they touched their noses. The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it. On the other hand, they found that children of 15 to 18 months are generally not able to recognize themselves unless other cues such as movement are present.H. Finally, perhaps the most graphic expressions of self-awareness in general can be seen in the displays of rage which are most common from 18 months to 3 years of age. In a longitudinal study of groups of three or four children, Bronson (1975) found that the intensity of the frustration and anger in their disagreements increased sharply between the ages of 1 and 2 years. Often, the children’s disagreements involved a struggle over a toy that none of them had played with before or after the tug-of-war: the children seemed to be disputing ownership rather than wanting to play with it. Although it may be less marked in other societies, the link between the sense of ‘self’ and of ‘ownership’ is a notable feature of childhood in Western societies.Questions 14—19Reading Passage 2 has eight paragraphs, A—H.Which paragraph contains the following information?Write the correct letter, A—H, in boxes 14-19 on your answer sheet.NB You may use any letter more than once.14 an account of the method used by researchers in a particular study15 the role of imitation in developing a sense of identity16 the age at which children can usually identify a static image of themselves17 a reason for the limitations of scientific research into ‘self-as-subject’18 reference to a possible link between culture and a particular form of behaviour19 examples of the wide range of features that contribute to the sense of ‘self-as-object’Questions 20—23Look at the following findings (Questions 20—23) and the list of researchers below.Match each finding with the correct researcher or researchers, A—E.Write the correct letter, A—E, in boxes 20—23 on your answer sheet.20 A sense of identity can never be formed without relationships with other people.21 A child’s awareness of self is related to a sense of mastery over things and people.22 At a certain age, children’s sense of identity leads t o aggressive behaviour.23 Observing their own reflection contributes to children’s self awareness.List of ResearchersA JamesB CooleyC Lewis and Brooks-GunnD MeadE BronsonQuestions 24—26Complete the summary below.Choose ONE WORD ONLY from the passage for each answer.Write your answers in boxes 24—26 on your answers sheet.How children acquire a sense of identityFirst, children come to realize that they can have an effect on the world around them,for example by handling objects, or causing the image to move when they face a 24 ______. This aspect of self-awareness is difficult to research directly, because of 25______ problems.Secondly, children start to become aware of how they are viewed by others. One important stage in this process is the visual recognition of themselves which usually occurs when they reach the age of two. In Western societies at least, the development of self awareness is often linked to a sense of 26 ______, and can lead to disputes.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.Questions 27-30Reading Passage 3 has six paragraphs, A—F.Choose the correct heading for paragraphs B—E from the list of headings below.Write the correct number, i—vii, in boxes 27—30 on your answer sheet.List of Headingsi Commercial pressures on people in chargeii Mixed views on current changes to museumsiii Interpreting the facts to meet visitor expectationsiv The international dimensionv Collections of factual evidencevi Fewer differences between public attractionsvii Current reviews and suggestionsExample AnswerParagraph A v27 Paragraph B28 Paragraph C29 Paragraph D30 Paragraph EThe Development of MuseumsA. The conviction that historical relics provide infallible testimony about the past is rooted in the nineteenth and early twentieth centuries, when science was regarded as objective and value free. As one writer observes: ‘Although it is now evident that artefacts are as easily altered as chronicles, public faith in their veracity endures: a tangible relic seems ipso facto real’. Such conviction was, until recently, reflected in museum displays. Museums used to look — and some still do — much like storage rooms of objects packed together in showcases: good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor, to whom it all looked alike. Similarly, the information accompanying the objects often made little sense to the lay visitor. The content and format of explanations dated back to a time when the museum was the exclusive domain of the scientific researcher.B. Recently, however, attitudes towards history and the way it should be presented have altered. The key word in heritage display is now ‘experience’, the more exciting the better and, if possible, involving all the senses. Good examples of this approach in the UK are the Jorvik Centre in York; the National Museum of Photography, Film and Television in Bradford; and the Imperial War Museum in London. In the US the trend emerged much earlier: Williamsburg has been a prototype for many heritage developments in other parts of the world. No one can predict where the process will end. On so-called heritage sites the re-enactment of historical events is increasingly popular, and computers will soon provide virtual reality experiences, which will present visitors with a vivid image of the period of their choice, in which they themselves can act as if part of the historical environment. Such developments have been criticized as an intolerable vulgarization, but the success of many historical theme parks and similar locations suggests that the majority of the public does not share this opinion.C. In a related development, the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating. They already borrow ideas and concepts from one another. For example, museums have adopted story lines for exhibitions, sites have accepted ‘theming’ as a r elevant tool, and theme parks are moving towards more authenticity and research-based presentations. In zoos, animals are no longer kept in cages, but in great spaces, either in the open air or in enormous greenhouses, such as the jungle and desert environ ments in Burgers’ Zoo in Holland. This particular trend is regarded as one of the major developments in the presentation of natural history in the twentieth century.D. Theme parks are undergoing other changes, too, as they try to present more serious social and cultural issues, and move away from fantasy. This development is a response to market forces and, although museums and heritage sites have a special, rather distinct, role to fulfil, they are also operating in a very competitive environment, where visitors make choices on how and where to spend their free time. Heritage and museum experts do not have to invent stories and recreate historical environments to attract their visitors: their assets are already in place. However, exhibits must be both based on artefacts and facts as we know them, and attractively presented. Those who are professionally engaged in the art of interpreting history are thus in difficult position, as they must steer a narrow course between the demands of ‘evidence’ and ‘attractiveness’, especially given the increasing need in the heritage industry for income-generating activities.E. It could be claimed that in order to make everything in heritage more ‘real’, historical accuracy must be increasingly altered. For example, Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial features, because this corresponds to public perceptions. Similarly, in the Museum of Natural History in Washington, Neanderthal man is shown making a dominant gesture to his wife. Such presentations tell us more about contemporary perceptions of the world than about our ancestors. There is one compensation, however, for the professionals who make these interpretations: if they did not provide the interpretation, visitors would do it for themselves, based on their own ideas, misconceptions and prejudices. And no matter how exciting the result, it would contain a lot more bias than the presentations provided by experts.F. Human bias is inevitable, but another source of bias in the representation of history has to do with the transitory nature of the materials themselves. The simple fact is that not everything from history survives the historical process. Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people. The same applies to the furnishing and other contents of the premises. In a town like Leyden in Holland, which in the seventeenth century was occupied by approximately the same number of inhabitants as today, people lived within the walled town, an area more than five times smaller than modern Leyden. In most of the houses several families lived together in circumstances beyond our imagination. Yet in museums, fine period rooms give only an image of the lifestyle of the upper class of that era. No wonder that people who stroll around exhibitions are filled with nostalgia; the evidence in museums indicates that life was so much better in past. This notion is induced by the bias in its representation in museums and heritage centres.Questions 31—36Choose the correct letter, A, B, C or D.Write the correct letter in boxes 31-36 on your answer sheet.31 Compared with today’s museums, those of the past.A did not present history in a detailed way.B were not primarily intended for the public.C were more clearly organised.D preserved items with greater care.32 According to the writer, current trends in the heritage industryA emphasise personal involvement.B have their origins in York and London.C rely on computer images.D reflect minority tastes.33 The writer says that museums, heritage sites and theme parksA often work in close partnership.B try to preserve separate identities.C have similar exhibits.D are less easy to distinguish than before.34 The writer says that in preparing exhibits for museums, expertsA should pursue a single objective.B have to do a certain amount of language translation.C should be free from commercial constraints.D have to balance conflicting priorities.35 In paragraph E, the writer suggests that some museum exhibitsA fail to match visitor expectations.B are based on the false assumptions of professionals.C reveal more about present beliefs than about the past.D allow visitors to make more use of their imagination.36 The passage ends by noting that our view of history is biased becauseA we fail to use our imagination.B only very durable objects remain from the past.C we tend to ignore things that displease us.D museum exhibits focus too much on the local area.Questions 37—40Do the following statements agree with the information given in Reading Passage 3?In boxes 37—40 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 this37 Consumers prefer theme parks which avoid serious issues.38 More people visit museums than theme parks.39 The boundaries of Leyden have changed little since the seventeenth century.40 Museums can give a false impression of how life used to be.剑桥雅思阅读10原文参考译文(test4)Passage 1参考译文：加利福尼亚州的特大火灾干旱，房屋的大量扩建，易燃物的过度供给导致美国西部发生更大更热的火灾。
雅思阅读评分标准
雅思阅读评分标准IELTS阅读评分标准(A类)Number of correct Readinganswers IELTS band score39-40 9.0 37-38 8.5 35-36 8.0 33-34 7.530-32 7.027-29 6.5 23-26 6.0 20-22 5.5 16-19 5.013-15 4.510-12 4.0 6-9 3.5 4-5 3.0 3 2.5 2 2.01 1.0雅思听力标准39-40 9.0 37-38 8.5 35-36 8.0 33-34 7.530-32 7.027-29 6.5 23-26 6.0 20-22 5.5 16-19 5.013-15 4.510-12 4.0 6-9 3.5 4-5 3.0 3 2.5 2 2.01 1.0 absent 0.0雅思阅读推荐的复习方法1。
文章选项首先，我们应简要探讨雅思在本文的范围使用。
雅思文章，总是集中在商业，社会科学和基础科学。
这些谁总是喜欢选择一个主题非常具体的话题。
考生可了解这些主题背景。
但后来你会发现，你并不需要这些知识。
事实上，如果你试图依赖的背景知识，答案将有麻烦。
如果你对这个问题知之甚少，不必担心。
你很快就会知道怎样处理和正确的答案。
此外，雅思考试的问题是那些谁爱花的数字，数据和专业用语。
IELTS考试是非常注重细节。
这看起来绝对领先的候选人。
但事实上，这只是我们的工具的信息和朋友。
你不记得文章的全部内容。
事实上，由于雅思考试的问题，总是喜欢把重点放在具体细节注意阅读，几乎没有必要理解“错误的想法。
”大多数问题发生与文章的具体信息。
答案是在你的眼睛!几乎不需要自己的推理。
一旦你知道怎样正确地阅读，会找到答案。
一旦你知道怎样查找，你自然会提高的结果。
2。
候选人将遇到的主要问题以及怎样处理如果我们有一整天的时间来阅读，这可能不是一个问题。
不幸的是，我们的时间是有限的，只有一个小时。
托福阅读TPO31-2 Early Childhood Education
Early Childhood EducationPara.1Preschools – educational programs for children under the age of five –differ significantly from one country to another according to the views thatdifferent societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to seepreschools primarily as a way of giving children a good start academically,Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.Para.2While many programs designed for preschoolers focus primarily on social and emotional factors, some are geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will experience when they start kindergarten. In the United States, the best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parentalinvolvement, was des igned to serve the “whole child”, including children’sphysical health, self-confidence, social responsibility, and social and emotional development.Para.3Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a disappointment.Although graduates of Head Start programs tend to show immediate IQ gains, these increases do not last. On the other hand, it is clear that Head Start ismeeting its goal of getting preschoolers ready for school. Preschoolers whoparticipate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are modest.Para.4In addition, results from other types of preschool readiness programs indicate that those who participate and graduate are less likely to repeat grades, and they are more likely to complete school than readiness program, for every dollar spent on the program, taxpayers saved seven dollars by the time thegraduates reached the age of 27.Para.5The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significantbenefits, and that government funds invested early in life may ultimately lead to a reduction in future costs. For instance, compared with children who did notparticipate in early intervention programs, participants in various programsshowed gains in emotional or cognitive development, better educationaloutcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good asrelatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be substantial.Para.6Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues thatacademi c success is largely dependent upon factors out of parents’ control, suchas inherited abilities and a child’s rate of maturation. Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development. In short, children require development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.Para.1Preschools – educational programs for children under the age of five –differ significantly from one country to another according to the views thatdifferent societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see preschools primarily as a way of giving children a good start academically,Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.Para.2While many programs designed for preschoolers focus primarily on social and emotional factors, some are geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will experience when they start kindergarten. In the United States, the best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parentalinvolvement, was designed to serve the “whole child”, including children’sphysical health, self-confidence, social responsibility, and social and emotional development.Para.3Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a disappointment.Although graduates of Head Start programs tend to show immediate IQ gains, these increases do not last. On the other hand, it is clear that Head Start ismeeting its goal of getting preschoolers ready for school. Preschoolers whoparticipate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future schoolgrade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are modest.Para.4In addition, results from other types of preschool readiness programs indicate that those who participate and graduate are less likely to repeat grades, and they are more likely to complete school than readiness program, for every dollar spent on the program, taxpayers saved seven dollars by the time thegraduates reached the age of 27.Para.5The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significantbenefits, and that government funds invested early in life may ultimately lead to a reduction in future costs. For instance, compared with children who did notparticipate in early intervention programs, participants in various programsshowed gains in emotional or cognitive development, better educationaloutcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good asrelatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be substantial.Para.6Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues thatacademic success is largely dependent upon factors out of parents’ control, such as inherited abilities and a child’s rate of mat uration. Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development. In short, childrenrequire development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.Para.1Preschools – educational programs for children under the age of five –differ significantly from one country to another according to the views thatdifferent societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see preschools primarily as a way of giving children a good start academically,Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.1.According to paragraph 1, parents in Japan tend to think of preschool primarily asa place where children cano Get a good academic starto Expand their emotional developmento Become more independento Experience being part of a group2.The word “whereas” in the passage is closest in meaning too Althougho Becauseo Moreovero alreadyPara.2While many programs designed for preschoolers focus primarily on social and emotional factors, some are geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will experience when they start kindergarten. In the United States, the best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parentalinvolvement, was designed to serve the “whole child”, including children’sphysical health, self-confidence, social responsibility, and social and emotional development.3.The word “focus” in the passage is closest in meaning too Considero Respecto Concentrateo Advise4.It can be inferred from paragraph 2 that the Head Start program was designed toserve children whoo Come from families that do not have a lot of moneyo Are not doing very well in kindergarteno Were born in the 1950so Need programs that focus primarily on social and emotional factors Para.3Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a disappointment.Although graduates of Head Start programs tend to show immediate IQ gains, these increases do not last. On the other hand, it is clear that Head Start ismeeting its goal of getting preschoolers ready for school. Preschoolers whoparticipate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are modest.5.According to paragraph 3, the Head Start program had NOT been successful atwhich of the following?o Helping children adjust to schoolo Providing long-term increase in IQ scoreso Improving school performance throughout high schoolo Preventing children from being placed in special-education classesPara.4In addition, results from other types of preschool readiness programs indicate that those who participate and graduate are less likely to repeat grades, and they are more likely to complete school than readiness program, for every dollar spent on the program, taxpayers saved seven dollars by the time thegraduates reached the age of 27.6.In paragraph 4, the author mentions the “results from other types of readinessprograms” too Provide support for the idea that preschool readiness programs have been somewhat successfulo Question the idea that Head Start is more effective than other preschool readiness programso Indicate school completion is usually the most reliable indicator of success in most readiness programso Emphasize that participating in readiness programs can be increased if costs are reduced7.According to paragraph 4, a cost-benefit analysis of one preschool readinessprogram revealed thato Only one dollar’s worth of benefit was gained for every seven dollars spent on the programo The benefits of the program lasted only until the participants reached age 27o Taxpayers saved seven dollars for every dollar spent on the programo To be successful, the program would need to receive about seven times as much money as it currently receivesPara.5The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significantbenefits, and that government funds invested early in life may ultimately lead to a reduction in future costs. For instance, compared with children who did notparticipate in early intervention programs, participants in various programsshowed gains in emotional or cognitive development, better educationaloutcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good asrelatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be substantial.8.The word “comprehensive” in the passage is closest in meaning too Easily understoodo Thorougho Respectableo Objective9.Paragraph 5 mentions that participants in early intervention programs have beenshown to do all of the following better than nonparticipants EXCEPTo Take care of their healtho Support themselves financiallyo Take care of their own childreno Have increased emotional development10.A ccording to paragraph 5, which of the following is true about the benefits ofearly intervention programs?o These programs produce good short-term benefits but few long-term benefits.o Only the most expensive programs provide substantial benefits.o The Head Start program provides a range of benefits that no other program can provide.o Some children benefit more than others do from these programs.Para.6Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. 【1】In fact, according todevelopmental psychologist David Elkind, United States society tends to pushchildren so rapidly that they begin to feel stress and pressure at a young age. 【2】Elkind argues that academic success is largely dependent upon factors out ofparents’ control, such as inherited abilities and a child’s rate of maturation. 【3】Consequently, children of a particular age cannot be expected to mastereducational material without taking into account their current level of cognitive development. 【4】In short, children require development appropriateeducational practice, which is education that is based on both typicaldevelopment and the unique characteristics of a given child.11.T he word “seek” in the pas sage is closest in meaning too Claimo Manageo Failo Attempt12.T he passage mentions “developmental psychologist David Elkind” in order too Give an example of an expert who has designed an effective early childhood education programo Introduce an alternative view about the value of early childhood educationo Explain why early childhood education programs are less effective in the United States than in other countrieso Refute the claim that academic success is dependent on factors outside parents’ control.13.According to Elkind, not only does this cause the child emotional distress, it also fails to bring the intended cognitive gains.Where would the sentence best fit?14.P rose SummaryPreschool programs provide opportunities for young children to develop socially, emotionally, and cognitively.Answer ChoicesA.In addition to stressing academicdevelopment, preschools should be enjoyable, since studies show thatchildren benefit from programs they find fun. D. The primary purpose of preschool programs varies by country, with some stressing the importance of group experience, and others self-reliance or getting a good academic start.B.Preschool programs such as Head Starthave been shown to help preparechildren for school and may also havelong-term benefits in helping childrenbecome effective adults. E. Critics of preschool programs argue that these programs put undue pressure on children and may not be effective if children are not developmentally ready for academic work.C.Studies have shown that preschoolprograms are most effective when they focus on only one area of development rather than trying to serve the “wholechild”.F. David Elkind is a critic of publicly funded preschool programs, arguing that the parent cannot control their children’s emotional development.。
儿童早期阅读启蒙的重要性英语作文
儿童早期阅读启蒙的重要性英语作文全文共3篇示例，供读者参考篇1The Importance of Early Reading Enlightenment for ChildrenIn today's fast-paced world, where technology and screens dominate our daily lives, the importance of instilling a love for reading in children from an early age cannot be overstated. Early reading enlightenment plays a crucial role in a child's cognitive development, language skills, imagination, and academic success. It sets the foundation for a lifelong love of learning and exploration.First and foremost, early reading helps children develop crucial language skills. Through exposure to books, children learn new words, expand their vocabulary, and improve their communication skills. Reading also helps them grasp grammar rules, sentence structure, and storytelling techniques. As children are exposed to different genres and writing styles, their own writing and speaking abilities improve.Furthermore, early reading enhances cognitive development in children. Reading exercises the brain and improvesconcentration, memory, and critical thinking skills. It stimulates the imagination and encourages creativity. By immersing themselves in stories and characters, children learn empathy, emotional intelligence, and problem-solving skills. Reading also helps children make connections between different ideas and concepts, leading to a deeper understanding of the world around them.In addition, early reading fosters a love for learning and exploration. Children who are exposed to books from a young age are more likely to develop a curiosity about the world and a thirst for knowledge. They are more inclined to seek out information, ask questions, and engage with new ideas. Reading opens up new worlds, cultures, and perspectives, allowing children to broaden their horizons and develop a greater understanding of diversity and inclusivity.Moreover, early reading sets the stage for academic success. Numerous studies have shown that children who are exposed to books and reading at an early age perform better in school. They have higher literacy levels, stronger reading comprehension skills, and improved academic performance overall. By developing a strong foundation in reading and language arts,children are better equipped to succeed in all areas of their education.In conclusion, the importance of early reading enlightenment for children cannot be overstated. It is a crucial building block for cognitive development, language skills, imagination, and academic success. By instilling a love for reading in children from a young age, we are empowering them to become lifelong learners, critical thinkers, and empathetic individuals. Let's encourage and nurture a love for reading in our children, as it is truly a gift that will last a lifetime.篇2The Importance of Early Childhood Reading EnlightenmentReading is the gateway to knowledge, and developing a love for reading in childhood is essential for a child’s intellectual, emotional, and social development. Early childhood is a critical period for cognitive development, and introducing children to reading at a young age can have a profound impact on their future success and well-being. In this essay, I will explore the importance of early childhood reading enlightenment and discuss the benefits it can bring to children.First and foremost, early childhood reading enlightenment lays the foundation for academic success. Research has shown that children who are exposed to books and literacy activities from a young age are more likely to excel in school and achieve higher academic performance. Reading helps children develop language and communication skills, expand their vocabulary, and improve their cognitive abilities, which are crucial for success in all areas of learning.Furthermore, reading can foster creativity, imagination, and critical thinking skills in children. When children are exposed to a wide variety of books, they are able to explore different worlds, cultures, and perspectives, which can stimulate their curiosity and spark their creativity. Reading also helps children develop empathy and emotional intelligence as they learn to relate to and understand the emotions and experiences of the characters in the stories they read.In addition, early childhood reading enlightenment can have a positive impact on children’s social and emotional development. Reading can help children develop a sense of empathy, compassion, and understanding for others, as they learn to see the world from different perspectives and understand the feelings and emotions of others. Reading canalso provide children with a sense of comfort, security, and connection, as they engage with the characters and stories in books and form emotional bonds with them.Moreover, reading can promote family bonding and create lasting memories for children. Reading together with parents, siblings, or caregivers can be a special and enjoyable experience that strengthens the bond between family members and creates a sense of closeness and togetherness. It can also provide children with a sense of security, comfort, and support, as they share the joys and challenges of reading with their loved ones.In conclusion, early childhood reading enlightenment is essential for children’s intellectual, emotional, and social development. Introducing children to books and literacy activities at a young age can lay the foundation for academic success, foster creativity and critical thinking skills, promote social and emotional development, and create lasting memories and connections with family members. Therefore, it is crucial for parents, educators, and caregivers to prioritize early childhood reading enlightenment and provide children with the opportunity to explore the magical world of books and storytelling. By instilling a love for reading in children from an early age, we can empower them to become lifelong learners,critical thinkers, and compassionate individuals who are equipped to navigate the challenges and opportunities of the 21st century.篇3The Importance of Early Reading Enlightenment for ChildrenIntroductionEarly childhood reading enlightenment plays a crucial role in a child's overall development. Reading to young children not only introduces them to the wonderful world of literature but also lays the foundation for their language, cognitive, and emotional development. In this essay, we will delve into the importance of early reading enlightenment for children and why it is essential for parents and caregivers to make reading a priority in a child's daily routine.Development of Language SkillsOne of the key benefits of early reading enlightenment is the development of language skills in young children. When parents read to their children, they are exposing them to a rich variety of vocabulary and language structures that they may not encounter in everyday conversations. This exposure helps children to expand their vocabulary, improve their grammar and syntax, andenhance their communication skills. As children listen to stories and engage with the text, they also learn to make connections between words and meanings, which is crucial for their language development.Cognitive DevelopmentIn addition to language skills, early reading enlightenment also plays a significant role in cognitive development. When children are exposed to books and stories from a young age, they are introduced to new ideas, concepts, and ways of thinking. This exposure stimulates their imagination, creativity, and critical thinking skills, which are essential for their cognitive development. Reading also helps children to develop their concentration, memory, and problem-solving abilities, as they follow the plot of a story, make predictions, and recall details from previous readings.Emotional DevelopmentReading to young children can also have a positive impact on their emotional development. Stories often deal with themes such as friendship, empathy, courage, and love, which can help children to understand and regulate their own emotions. By reading stories about characters who face challenges and overcome obstacles, children learn valuable lessons aboutresilience, empathy, and emotional intelligence. This exposure to diverse emotions and experiences through books can help children to develop a deeper understanding of themselves and others, and cultivate a sense of empathy and compassion.Promoting a Love for ReadingOne of the most important aspects of early reading enlightenment is that it can foster a love for reading in children. When parents read to their children regularly and create a positive reading environment at home, children are more likely to develop a lifelong passion for reading. This love for reading not only benefits children academically, as they become more proficient readers and excel in school, but also enriches their lives by opening up a world of knowledge, imagination, and creativity. Children who love to read are more likely to seek out books, explore new genres, and become lifelong learners.ConclusionIn conclusion, early reading enlightenment is crucial for a child's overall development, as it promotes the development of language skills, cognitive abilities, and emotional intelligence, and fosters a love for reading that can last a lifetime. As parents and caregivers, it is essential to prioritize reading in a child's daily routine, and create a nurturing and stimulating readingenvironment that nurtures their love for books and stories. By investing in early reading enlightenment, we can help children to become confident, curious, and compassionate individuals who are equipped with the skills and knowledge they need to succeed in life.。
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Early Childhood EducationNew Zealand's National Pony spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his tripand what they could mean for New Zealand's education policy.【A】'Education To Be More' was published last August. It was the report of the New Zealand Government's Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that's a real need; but since parents don't normally send children to pre-schools until the age of three, are we missing out on the most important years of all?【B】A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words - most of the language they will use in ordinary conversation for the rest of their lives.Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.【C】It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That's observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called 'Headstart' was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, 'Headstart' children returned to the same disadvantaged home environment.【D】As a result of the growing research evidence of the importance of the first three years of a child's life and the disappointing results from 'Headstart', a pilot programme was launched in Missouri in the US that focused on parents as the child's first teachers. The 'Missouri' programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.The programme involved trained parent¬educators visiting the parents' home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child's intellectual, language, social and motor-skill development. Periodic check-ups of the child's educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, Located in school buildings, offered learning materials for families and facilitators for child care.【E】At the age of three, the children who had been involved in the 'Missouri' programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and Family situations, and also a random sample of children that age. The results were phenomenal.By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.Most important of all, the traditional measures of 'risk', such as parents' age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of scio-economic disadvantages.Child abuse was virtually eliminated. The one factor that was found to affect the child's development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.【F】These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage.The initiative outlined above could break that cycle of disadvantage.The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalised early childhood education.Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.Questions 5-10Classify the following features as characterisingA the 'Headstart'programmeB the 'Missouri' programmeC both the 'Headstart' and the 'Missouri' programmesD neither the 'Headstart' nor the 'Missouri'programmeWrite the correct letter A, B. C or D in boxes 5-10 on your answer sheet.5 was administered to a variety of poor and wealthy families6 continued wilh follow-up assistance in elementary schools7 did not succeed in its aim8 supplied many forms of support and training to parents9 received insufficient funding10 was designed to improve pre-schoolers' educational development。