2016年1月30日雅思听力真题回顾

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2016雅思试题及答案

2016雅思试题及答案2016年的雅思考试（International English Language Testing System，简称IELTS）是全球广泛认可的英语能力测试，它分为学术版（Academic）和培训版（General Training）。

雅思考试包括四个部分：听力（Listening）、阅读（Reading）、写作（Writing）和口语（Speaking）。

以下是2016年雅思考试的一些试题及答案的概述。

# 听力部分听力部分包含四个部分，每个部分有10个问题，题型通常包括填空题、选择题、配对题和地图题等。

样题示例：- Part 1: 通常是一个对话或电话留言，主要测试日常英语的理解能力。

- Part 2: 可能是一个独白，如介绍一个地点或事件。

- Part 3: 通常是一个学术讨论或学生之间的互动。

- Part 4: 是一个讲座或报告，内容可能涉及科学、艺术或商业等主题。

答案示例：- 对于填空题，考生需要听录音并填写缺失的单词或数字。

- 对于选择题，考生需要从给定的选项中选择最合适的答案。

- 对于配对题，考生需要将问题与相应的答案进行匹配。

- 对于地图题，考生需要根据录音内容在地图上标记位置。

# 阅读部分阅读部分包含三篇文章，每篇文章后面有若干问题，题型包括判断题、填空题、选择题和简答题等。

样题示例：- Passage 1: 通常较短，内容可能涉及日常生活或社会问题。

- Passage 2: 中等长度，可能涉及更专业或学术性的主题。

- Passage 3: 最长，内容可能非常专业或复杂，需要较高的阅读和理解能力。

答案示例：- 对于判断题，考生需要根据文章内容判断陈述是否正确。

- 对于填空题，考生需要从文章中找到信息并填写在空白处。

- 对于选择题，考生需要从给定的选项中选择最合适的答案。

- 对于简答题，考生需要用自己的话简要回答文中的问题。

# 写作部分写作部分包含两个任务，Task 1通常要求考生描述一个图表、流程或地图，Task 2是一个议论文，要求考生就一个话题表达自己的观点。

2016年雅思听力Test3Section2题目解析

Early learning childcare center enrolment form 难度点评：多选题-题⼲为常规题⼲，没有特殊限定条件，选项从五个⽅⾯展开，因此要提前审查，适当标记关键词。

单选题-常规难度匹配题-较简单，原因在于选项为专有名词，所以同意替换出现在题⼲上。

但是往往此类匹配题，⾳频中会将各个选项进⾏类⽐混淆，考⽣的答题感受就是每⼀个选项都有听到，但是却与题⼲对应不上。

在本题中，同学们仔细观察题⼲，就会发现主语均为‘it’，指代所有选项中的专有名词，所以选项在⾳频中应该多数作为句⼦的主语，评论‘comment’跟随其后。

建议考⽣在解答此类匹配题时，笔尖指着选项，并随着主语的切换⽽移动笔尖，眼睛看着题⼲，当听到⾳频中出现近意信息时果断选择笔尖指着的选项。

此类匹配题相对于同意替换出现在选项中的匹配题略简单，但是往往⾳频节奏较快，题⽬之间没有太多的过渡句，同学们千万跟上⾳频节奏。

Q11 and 12, 题⼲关键词things以及专有名词词组Dolphin conservation Trust，同学们理解成⼀个组织就可以了，会在⾳频中完整出现，作为多选题的开始的路标词。

选项关键词： A. Children, most, membership B. Largest C. Finance campaigns D. Employs experts E. Volunteer various 答案句1：The charity uses its money to support campaigns - for example, for changes in fishing policy and so forth。

其中money对应C选项finance，finance译为动词，供给…经费;campaigns对应选项中的campaigns，fishing policy译为捕鱼政策，对应选项中fishing practices。

2016年雅思听力Test3Section1题目解析

Early learning childcare center enrolment form 难度点评： -⼲扰信息多，⼏乎每⼀个问题都在⾳频中给出了⾄少两个备选答案，但⼀般以两⼈意见达成⼀致的为准，往往此类信息置后。

-字母M/N的区分 -答案信息前置，在通过题⼲信息定位到答案句时，其中的答案信息为代词，指代之前已经提到的答案，详见第10题。

Personal details: Q1,题⼲出现age，反推答案句为表达年龄的句式，重点听‘how old…your daughter’s age is…’等问句后内容。

答案句：She’s three now but she turns four next month….I’ll put four down，以转折后信息为准，答案为4。

拓展：关于雅思听⼒中答案词为数字时的写法，建议写阿拉伯数字，虽然本题写成four也正确，但是写成阿拉伯数字的优势有两个，⼀是不会产⽣拼写错误;⼆是当字数要求为‘No more than one word and/or a number’时，如果答案为‘两个⽅向’，写成two directions，错误。

写成2directions正确。

因此，为了规避犯错风险，建议考⽣把数字均写成阿拉伯数字形式。

Q2,题⼲出现address，注意听⼒中出现过address的三个常见发⾳，分别为：[ə'dres]，[ˈædres]，[ə'dri:s]。

地址格式：数字+名称+街道，本题道路名称给出了拼写，但是要注意M/N的区分。

⼀般来说，单词在拼写之前，会先发⾳，考⽣可以现根据发⾳规律预测字母。

M/N的另⼀个区分点在于是否有闭⼝⾳，M⾳频中含有闭⼝⾳m，因此听到闭⼝⾳时往往为字母M。

答案句：It’s 46 Wombat Road, that’s W-O-M-B-A-T. Childcare Information Q3,通过空前Monday以及and预测答案信息为星期，星期中注意星期三Wednesday，星期四Thursday，星期⼆Tuesday，星期六Saturday的拼写，常考察。

2016年1月30日雅思真题及解析汇总

2016年1月30日雅思真题及解析汇总听力：S1 旅游accommodation,the accomdation of Po Shan parkS2 旅游景点the Hobson park介绍，有地图S3 医院里的艺术应用，art and live music in hospitalsS4 Co2排放，solving te problems of CO2 emission口语：1 北外 part1- 在哪儿长大，家乡是否适合长大，以后会不会住countryside，游泳，游泳的好处，喜欢海里游还是游泳池。

part2 一件让你高兴的事。

part3 家庭特殊的happy event 为什么擅长做某事会让人happy ，如果没有表扬他们就不开心了么2 北外 part1 hometown, handwriting or computer; part2 a useful passage you read about healthy life; part3 问了好多我已经记不清3 石家庄信息工程学院 p1学习零食 hangout; p2重要的谈话; p3中国人日常谈话的主题，男女谈话的主题的不同，和陌生人谈话的主题4 石家庄信息工程学院 part1 hometown 喜欢住城里还是乡下 swimming; part2 a person from news; part3 围绕news 一大堆问题 is the way people report news different from before/ 名人的新闻是不是应该减少5 沈阳师范大学room8 part1：bicycle ，science，hometown; part2&part3：a special holiday，问题都是关于holiday的，比如holiday与work之间的关系，长假期好还是短假期好，假期多一点好还是少一点好6 沈阳师大 part1 家乡 Facebook等工具对人们的影响，你喜不喜欢用; part2 你读过的一篇article 关于healthy的; part3 围绕healthy 展开人们怎样保持健康，老人小孩政府该怎样做7 上海财大分校区 part1. 问home/accomodation，write a letter/card，education. part2. 未来的目标. part3. when should children set there goal? who can set goals for children?8 浙江考试教育中心 part1你最喜欢家里的哪个部分，哪个房间，喜欢中国的哪里，去过中国的哪里等问题有点多; part2一个比你年长让你崇敬的人，part3年长的人的生活比过去好了么等等阅读：passage one: 关于澳大利亚殖民地passage two: 宇航员科学家，太空图像的发展、普及passage three: 音乐家的天赋写作：大陆考场：A类小作文：地图题一个office building的现构造和设计改造后的样子大作文题目：In some cities, the government has tried to reduce traffic. For instance, they imposed a congestion tax during rush hour. Do you think this development is positive or negative? 在一些城市，政府试图缓解交通压力，例如，征收高峰期通行费。

雅思阅读真题

雅思阅读真题雅思阅读真题还在为雅思考试熬夜奋战的小伙伴们看过来!为了帮助你们更好进行复习，店铺特地整理了历年考试结束后网友的真题回忆，希望大家通过自己的努力最终拿下满意的成绩!一、考试概述本次考试的文章是三篇旧文章，难度中等。

包含考古科学、生物科学以及商业三个领域的文章。

二、具体题目分析Passage 1题目：Ahead of the time题号：旧题参考文章：Mammoth KillMammoth is any species of the extinct genus Mammoths, proboscideans commonly equipped with long，curved tusks and in northern species, a covering of long hair. They lived from the Ptiocene epoch from around 5 million years ago，into the Hotocene at about 4，500 years ago，and were members of the family Elephantidae, which contains, along with mammoths, the two genera of modern elephants and their ancestors.ALike their modern relatives，mammoths were quite large. The largest known species reached heights in the region of 4m at the shoulder and weights up to 8 tonnes, while exceptionally large males may have exceeded 12 tonnes. However，most species of mammoth were only about as large as a modem. Asian elephant. Both sexes bore tusks. A first, small set appeared at about the age of six months and these were replaced at about 18months by the permanent set. Growth of the permanent set was at a rate of about 1 to 6 inches per year. Based on studies of their close relatives, the modem elephants, mammoths probably had a gestation period of 22 months, resulting in a single calf being born. Their social structure was probably the same as that of African and Asian elephants, with females living in herds headed by a matriarch, whilst hulls lived solitary lives or formed loose groups after sexual maturity.BMEXICO CITY-Although it’s hard to imagine in this age of urban sprawl and auto mobiles. North America once belonged to mammoths，camels，ground sloths as large as cows, bear-size beavers and other formidable beasts. Somel 1,000 years ago，however, these large bodied mammals and others-about 70 species in all-disappeared. Their demise coincided roughly with the arrival of humans in the New World and dramatic climatic change-factors that have inspired several theories about the die-off. Yet despite decades of scientific investigation, the exact cause remains a mystery. Now new findings offer support to one of these controversial hypotheses: that human hunting drove this megafaunal menagerie (巨型动物兽群)to extinction. The overkill model emerged in the 1960s，when it was put forth by Paul S. Martin of the University of Arizona. Since then, critics have charged that no evidence exists to support the idea that the first Americans hunted to the extent necessary to cause these extinctions. But at the annual meeting of the Society of Vertebrate Paleontology in Mexico City last October, paleo ecologist John Alroy of the University of California at Santa Barbara argued that, in fact, hunting-driven extinction is not only plausible, it was unavoidable. He has determined, using acomputer simulation that even a very modest amount of hunting would have wiped these animals out.CAssuming an initial human population of 100 people that grew no more than 2 percent annually, Alroy determined that if each band of, say, 50 people killed 15 to 20 large mammals a year, humans could have eliminated the animal populations within 1,000 years. Large mammals in particular would have been vulnerable to the pressure because they have longer gestation periods than smaller mammals and their young require extended care.DNot everyone agrees with Alroy’s assessment. For one, the results depend in part on population-size estimates for the extinct animals-figures that are not necessarily reliable. But a more specific criticism comes from mammologist Ross D. E. Mac Phee of the American Museum of Natural History in New York City, who points out that the relevant archaeological record contains barely a dozen examples of stone points embedded in mammoth bones (and none, its hould be noted, are known from other mega faunal remains)-hardly what one might expect if hunting drove these animals to extinction. Furthermore, some of these species had huge ranges the giant Jefferson's ground sloth’ for example, lived as far north as the Yukon and as far south as Mexico which would have made slaughtering them in numbers sufficient to cause their extinction rather implausible, he says.EMacPhee agrees that humans most likely brought about these extinctions (as well as others around the world that coincided with human arrival), but not directly. Rather hesuggests that people may have introduced hyper lethal disease, perhaps through their dogs or hitchhiking vermin，which then spread wildly among the immunologically naive species of the New World. As in the overkill model, populations of large mammals would have a harder time recovering. Repeated outbreaks of a hyper disease could thus quickly drive them to the point of no return. So far Mac Phee does not have empirical evidence for the hyper disease hypothesis, and it won't be easy to come by: hyper lethal disease would kill far too quickly to leave its signature on the bones themselves. But he hopes that analyses of tissue and DNA from the last mammoths to perish will eventually reveal murderous microbes.FThe third explanation for what brought on this North American extinction does not involve human, beings. Instead, its proponents blame the loss on the weather. The Pleistocene epoch witnessed considerable climatic instability, explains paleontologist Russell W. Graham of the Denver Museum of Nature and Science. As a result, certain habitats disappeared, and species that had once formed communities split apart. For some animals, this change brought opportunity. For much of the megafauna, however, the increasingly homogeneous environment left them with shrinking geographical ranges-a death sentence for large animals, which need large ranges. Although these creatures managed to maintain viable populations through most of the Pleistocene, the final major fluctuation-the so-called Younger Diyas event pushed them over the edge, Graham says. For his part, Alroy is convinced that human hunters demolished the titans of the Ice Age. The overkill model explains everything the disease and climate scenariosexplain, he asserts, and makes accurate predictions about which species would eventually go extinct.“Personally，I’m a vegetarian,” he remarks, “and I find all of this kind of gross 一bubelievable.”Passage 2 ：题目：Chinese Yellow Citrus Ant for Biological Control题型：判断题+配对题题目：旧题类似原文：Chinese Yellow Citrus Ant for Biological ControlAIn 1476 , the farmers of Berne in Switzerland decided, according to this story, there was only one way to rid their fields of the cutworms(糖蛾)attacking their crops. They took the pests to court. The worms were tried, found guilty and excommunicated by the archbishop (大主教).In China, farmers had a more practical approach to pest control. Rather than rely on divine intervention (神学的调停),they put their faith in frogs, ducks and ants. Frogs and ducks were encouraged to snap up (吃下)the pests in the paddies (稻田)and the occasional plague of locusts (蝗虫).But the notion of biological control began with an ant. More specifically, the story says，it started with the predatory yellow citrus (柑橘)ant Oecophylla smaragdina , which has been polishing off (打败)pests in the orange groves of southern China for at least 1700 years. The yellow citrus ant (黄蚁)is a type of weaver ant, which binds leaves and twigs with silk to form a neat, tent-like nest. In the beginning, farmers made do with the odd ants’nest here and there. But it wasn’t long before growing demand led to the development of a thriving trade in nests and a new type of agriculture—ant fanning.B Foran insect that bites, the yellow citrus ant is remarkably popular. Even byant standards, Oecophylla smaragdina is a fearsome predator. It’s big, runs fast and has a powerful nip—painful to humans but lethal to many of the insects that plague the orange groves of Guangdong and Guangxi in southern China. And for at least 17 centuries. Chinese orange growers have harnessed these six-legged killing machines to keep their fruit groves healthy and productive. The story explains that citrus fruits evolved in the Far East and the Chinese discovered the delights of their flesh early on. As the ancestral home of oranges, lemons and pomelos, China also has the greatest diversity of citrus pests. And the trees that produce the sweetest fruits，the mandarins—or kan—attract a host of plant-eating insects, from black ants and sap-sucking mealy bugs to leaf-devouring caterpillars (毛毛虫). With so many enemies, fruit growers clearly had to have some way of protecting their orchards.CThe West did not discover the Chinese orange growers' secret weapon until the early 20th century. At the time, Florida was suffering an epidemic of citrus canker (相橘溃疡)and in 1915 Walter Swingle，a plant physiologist working for the US Department of Agriculture, was, the story says, sent to China in search of varieties of orange that were resistant to the disease. Swingle spentsome time studying the citrus orchards around Guangzhou, and there he came across the story of the cultivated ant. These ants, he was told, were “grown”by the people of a small village nearby who sold them to the orange growers by the nestful (—整窝的).DThe earliest report of citrus ants at work among the orangetrees appears in a book on tropical and subtropical botany written by His Han in AD 304. “The people of Chiao-Chih sell in their markets ants in bags of rush matting. The nests are like silk. The bags are all attached to twigs and leaves which, with the ants inside the nests, are for sale. The ants are reddish-yellow in colour, bigger than ordinary ants. In the south if the kan trees do not have this kind of ant, the fruits will all be damaged by many harmful insects, and not a single fruit will be perfect.EInitially, farmers relied on nests which they collected from the wild or bought in the market where trade in nests was brisk. ‘It is said that in the south orange trees which are free of ants will have wormy fruits. Therefore the people race to buy nests for their orange trees, ‘wrote Liu Hsun in Strange Things Noted in the South, written about AD 890. The business quickly became more sophisticate. From the 10th century, country people began to trap ants in artific ial nests baited with fat. “Fruit growing families buy these ants from vendors who make a business of collecting and selling such creatures, “wrote Chuang Chi-Yu in 1130. “They trap them by filling hogs 'or sheep’s bladders with fat and placing them with the cavities open next to the ants 'nests. They wait until the ants have migrated into the bladders and take them away. This is known as ‘rearing orange ants’. “Fanners attached the bladders to their trees, and in time the ants spread to other trees and built new nests. By the 17th century, growers were building bamboo walkways between their trees to speed the colonization of their orchards. The ants ran along these narrow bridges from one tree to another and established nests “by the hundreds of thousands”.FDid it work? The orange growers clearly thought so. One authority, Chi TaChun，writing in 1700，stressed how important it was to keep the fruit trees free of insect pests, especially caterpillars. “It is essential to eliminate them so that the trees are not injured. But hand labour is not nearly as efficient as ant power...”Swingle was just as impressed. Yet despite this reports, many Western biologists were skeptical. In the West, the idea of using one insect to destroy another was new and highly controversial. The first breakthrough had come in 1888，when the infant orange industry in California had been saved from extinction by the Australian vedalia beetle. This beetle was the only thing that had made any inroad into the explosion of cottony cushion scale that was threatening to destroy the state’s citrus crops. But, as Swingle now knew，California’s “first，’was nothing of the sort. The Chinese had been expert in biocontrol for many centuries.GThe story goes on to say that the long tradition of ants in the Chinese orchards only began to waver in the 1950s and 1960s with the introduction of powerful organic (I guess the authormeans chemical insecticides). Although most fruit growers switched to chemicals, a few hung onto their ants. Those who abandoned ants in favour of chemicals quickly became disillusioned (幻想破灭). As costs soared and pests began to develop resistance to the chemicals, growers began to revive the old ant patrols. They had good reason to have faith in their insect workforce. Research in the early 1960s showed that as long as there were enough ants in the trees，they did an excellent job of dispatching some pests—mainly the larger insects—and had modest success against others. Trees with yellow ants producedalmost 20 per cent more healthy leaves than those without. More recent trials have shown that these trees yield just as big a crop as those protected by expensive chemical sprays.HOneapparent drawback of using ants—and one of the main reasons for the early skepticism by Western scientists—was that citrus ants do nothing to control mealy bugs， waxy-coated scale insects which can do considerable damage to fruit trees. In fact，the ants protect mealy bugs in exchange for the sweet honeydew they secrete. The orange growers always denied this was a problem but Western scientists thought they knew better. Research in the 1980s suggests that the growers were right all along. Where mealy bugs proliferate under the ants ‘protection they are usually heavily parasitized and this limits the harm they can do. Orange growers who rely on carnivorous ants rather than poisonous chemicals maintain a better balance of species in their orchards. While the ants deal with the bigger insect pests, other predatory species keep down the numbers of smaller pests such as scale insects and aphids(蚜虫). In the long run， ants do a lot less damage than chemicals—and they’re certainly more effective than excommunication.Questions 14-18Use the information in the passage to match the year (listed A-G) with correct description below. Write the appropriate letters A-G in boxes 14-18 on your answer sheet.NB you may use any letter more than onceA 1888B 1476C 1915D 1700E 1130F 304 ADG 195014 First record of ant against pests written.15 WS studied ant intervention method in China.16 First case of orange crops rescued by insect in western world.17 Chinese farmers start to choose chemical method.18 A book wrote mentioned ways to trap ants.Questions 19-26Do the following statements agree with the information given in Reading Passage 2?In boxes 19-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this19 China has the most orange pests in the world.20 Swingle came to China in order to search an insect for the US government.21 Western people were impressed by Swingle’s theory of pest prevention.22 Chinese farmers realised that price of pesticides became expensive.24 Trees without ants had more unhealthy fallen leaves than those with.25 Yield of fields using ants is larger a crop than that using chemical pesticides.26 Chinese orange farmers proposed that ant protection doesn’t work out of China.14 F15 C16 A17 G18 E19 TRUE20 FALSE21 FALSE22 TRUE23 TRUE24 NOT GIVEN25 TRUE26 NOT GIVEN(答案仅供参考)Passage 3 ：题名：The Persuaders题型：选择+匹配类似文章：AWe have long lived in an age where powerful images, catchy sound bite sand too-good-to miss offers bombard us from every quarter. All around us the persuaders are at work. Occasionally their methods are unsubtle--the planting kiss on a baby’s head by a wannabe political leader，or a liquidation sale in a shop that has been “closing down” for well over a year，but generally the persuaders know what they are about and are highly capable. Be they politicians, supermarket chains, salespeople or advertisers，they know exactly what to do to sell us their images, ideas or produce. When it comes to persuasion, these giants rule supreme. They employ the most skilled image-makers and use the best psychological tricks to guarantee that even the mostcautious among us are open to manipulation.BWe spend more time in them than we mean to, we buy 75 percent of our food from them and end up with products that we did not realize we wanted. Right from the start, supermarkets have been ahead of the game. For example，when Sainsbury introduced shopping baskets into its 1950s stores, it was a stroke of marketing genius. Now shoppers could browse and pick up items they previously would have ignored. Soon after came trolleys, and just as new roads attract more traffic, the same applied to trolley space. Pro Merlin Stone, IBM Professor of Relationship Marketing at Bristol Business School，says aisles are laid out to maximize profits. Stores pander to our money-rich, time-poor lifestyle. Low turnover products—clothes and electrical goods are stocked at the back while high---turnover items command position at the front.CStone believes supermarkets work hard to “stall” us because the more time we spend in them, the more we buy. Thus, great efforts are made to make the environment pleasant. Stores play music to relax us and some even pipe air from the in-store bakery around the shop. In the USA，fake aromas are sometimes used. Smell is both the most evocative and subliminal sense. In experiments, pleasant smells are effective in increasing our spending. A casino that fragranced only half its premise saw profit soar in the aroma一 filled areas. The other success story from the supermarkets' perspective is the loyalty card. Punters may assume that they are being rewarded for their fidelity, but all the while they are trading information about their shopping habits. Loyal shoppers could be paying 30% more by sticking totheir favorite shops for essential cosmetics.DResearch has shown that 75 percent of profit comes from just 30 percent of customers. Ultimately, reward cards could be used to identify and better accommodate these “elite” shoppers. It could also be used to make adverts more relevant to individual consumers—rather like Spielberg’s futuristic thriller Minority Report, in which Tom Cruise’s character is bombarded with interactive personalized ads. If this sounds far-fetched, the data gathering revolution has already seen the introduction of radio—frequency identification—away to electronically tag products to what, FRID means they can follow the product into people homes.ENo matter how savvy we think we are to their ploys，the ad industry still wins. Adverts focus on what products do or on how they make us feel. Researcher Laurette Dube, in the Journal of Advertising Research, says when attitudes are base on “cognitive foundations” (logical reasoning), advertisers use informative appeals. This works for products with little emotional draw buthigh functionality, such as bleach. Where attitude are based on effect (i.e, 5 emotions), ad teams try to tap into our feelings. Researchers at the University of Florida recently concluded that our emotional responses to adverts dominate over “cognition”.FAdvertisers play on our need to be safe (commercials for insurance), to belong (make customer feel they are in the group in fashion ads) and for selfes— teem (aspirational adverts). With time and space at a premium, celebrities are often used as a quick way of meeting these needs—either because the celebepitomizes success or because they seem familiar and so make the product seem “safe”. A survey of 4,000 campaigns found ads with celebs were 10 percent more effective than without. Humor also stimulates a rapid emotional response. Hwiman Chung, writing in the International Journal of Advertising, found that funny ads were remembered for longer than straight ones. Combine humor with sexual imagery—as in Wonder bra，s “Hello Boys” ads and you are on t o a winner.GSlice-of-life ads are another tried and tested method they paint a picture of life as you would like it, but still one that feels familiar. Abhilasha Mehta, in the Journal of Advertising Research, noted that the more one’s self-image tallies with the brand being advertised, the stronger the commercial. Ad makers also use behaviorist theories，recognizing that the more sensation we receive for an object, the better we know it. If an advert for a chocolate bar fails to cause salivation, it has probably failed. No wonder advertisements have been dubbed the “nervous system of the business world”.HProbably all of us could make a sale if the product was something we truly believed in, but professional salespeople are in a different league——the best of them can always sell different items to suitable customers in a best time. They do this by using very basic psychological techniques. Stripped to its simplest level, selling works by heightening the buyer’s perception of how much they need a product or service. Buyers normally have certain requirements by which they will judge the suitability of a product. The seller therefore attempts to tease out what these conditions are and then explains how their products’ benefitcan meet these requirements.IRichard Hession，author of Be a Great Salesperson says it is human nature to prefer to speak rather to listen, and good salespeople pander to this. They ask punters about their needs and offer to work with them to achieve their objectives. As a result, the buye r feels they are receiving a “consultation” rather than a sales pitch. All the while，the salesperson presents with a demeanor that takes it for granted that the sale will be made. Never will the words “if you buy” be used, but rather “when you buy”.JDr. Rob Yeung, a senior consultant at business psychologists Kiddy and Partner, says most salespeople will build up a level of rapport by asking questions about hobbies, family and lifestyle. This has the double benefit of making the salesperson likeable while furnishing him or her with more information about the client’s wants. Yeung says effective salespeople try as far as possible to match their style of presenting themselves to how the buyer comes across. If the buyer cracks jokes, the salespeople will respond in kind. If the buyer wants detail, the seller provides it, if they are more interested in the feel of the product, the seller will focus on this. At its most extreme, appearing empathetic can even include the salesperson attempting to “mirror” the hob by language of the buyer.KWhatever the method used, all salespeople work towards one aim: “dosing the deal”. In fact, they will be looking for “closing signals” through their dealings with potential clients. Once again the process works by assuming success. The buyer isnot asked “are you interested?” as this can invite a negative response. Instead the seller takes it for granted that the deal is effectively done: when the salesman asks you for a convenient delivery date or asks what color you want, you will probably respond accordingly. Only afterwards might you wonder why you proved such a pushover.Passage1：日本画家介绍题型：匹配+填空+判断待回忆Passage2：纳米技术题型：匹配待回忆Passage3：中世纪英国儿童的娱乐活动题型：判断待回忆雅思阅读+听力考试真题阅读passage1 古代怎样传送信息莫斯电码发明后对现代人的信息交流产生了怎样的影响passage2 早期人类使用珠宝显示身份和地位，现代珠宝多用做装饰品及考古研究passage3 儿童智力发展听力2016年1月9日雅思听力真题解析A卷Section 1场景：电影院会员资格咨询及电影介绍题型：填空题1. No age limited2. How much per season membership: join fee ￡21.503. Discount for student membership card: ￡24. Offer three hours’ free parking5-10表格填空NameGenreYearDetailsThe soliderComedy1922A child ran away from hometown and came to Argentina, then won a big sum of money Piano lifeKids at singing competitionThe tigerCartoon aimed for adultsFollowing by a book talk of an editor分析：听力S1延续了一直以来的填空题题型出题，同时也配合了最常见生活娱乐方面的咨询场景作为背景，希望广大考鸭注意这一个section最重点需要掌握的场景词汇和预测。

tpo1-30听力最详细的全新答案更新

TPO1z To sign up for a seminar on using electronic sources for research z To report that a journal is missing from the reference areaz To find out the procedure for checking out journal articlesz To ask about how to look for resources for a class paper1. D2. B3. C4. A5. B6. C7. C8. A 9. B 10. B 11. A 12. B 13. D14.The amount of…/ The age of…/ Zircon in the…15. B 16. A 17. BSection2is the conversation mainly aboutz A lesson Matthew prepared for his studentsz A class Matthew has been observingz A term paper that Matthew has writtenz A problem in Matthew's classroom1.B2.A3.D4.BDE5.C6.B7.B8. AC 9. C 10. A 11. BDE 12. D 13. C14.Olympic:Is family…/Eastern:Displays….15. D 16. A 17. CTPO021.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical procedures To talk about report he is writingTo discuss a grade he got on a paper1. C2. Include ：ACD/ Not include: B3. A6. C7. B8. C9. C 10. A 11. D13. B 14. B 15. A 16. C 17. BDSection2are the students mainly discussingClick on2answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment1. AC2. C3. D4. B5. A6. D7.only extrinsic:B/only intrinsic:AD/both:C8. B 9. A 10. C 11. D 12. B 13. A14. AD 15. C 16. DTPO03Why does the women come to the officez To notify the university of her change of address z To find out where her physics class is being held z To get directions to the science buildingz To complain about her physics class being canceled Section11. B2. C3. A4. D .5 D 6. C 7. B8. C 9. B 10. C 11. D 12. A 13. D14. B 15. C 16. B 17. CSection2Why does the student go to see the professorz To ask about a class assignmentz To find out about a midsemester projectz To get information about summer jobsz To discuss ways to improve his grade1. B2. A3. C4. A5. C6. A7. D8. A9. B 10. B 11. CD 12. C 13. D14. B 15. A 16. A 17. B4. D5. B 12. DTPO04Section11.Why does the man need the woman’s assistanceClick on2answers.A.He does not know the publ ication date of some reviews he needs.B.He does not know the location of the library’s vides collection of plays.C.He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.1. AD2. C3. AD4. D5. B6. C7. NO/YES/YES/NO 8. D 9. B 10. C 11. C12. B 13. D 14. C 15. C 16. BD 17. DSection21.What is the conversation mainly aboutA.Methods for finding appropriate sources for a project.B.Reasons the woman is having difficulties with a project.C.Criteria the professor uses to evaluate group projects.D.Ways to develop the skills needed to work in groups.1. B2. C3. D4. C5. AD6. C7. D8. A 9. B 10. D 11. C 12. B 13. BD14.The Federal Art…/The National…/Arts councils…/The federal budget…15. A 16. C 17. DTPO05Section1Q1:What do the speakers mainly discussA. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC.The woman’s adjustment to life at the universityD.The woman’s decision to transfer to another university1. C2. A3. B4. AC5. D6. B7. C8. AD 9. B 10. D 11. A 12. B 13. D14. B 15. C 16. AB 17. DSection2Q1:What is the conversation mainly aboutA.An assignment about which the student would like adviceB.Concerns as to whether the student should be in the professor’s courseC.The selection of fi lms to be viewed by students in a fi lm theory courseD.The structure and sequence of courses in the Film Department1. B2. A3. C4. BD5. B6. B7. C8. D 9. A 10. D 11. C 12. C 13. D 14. B15.A16.Folk tales:BC/Fairy tales:ADEF17.ATPO06Section1Why does the student go to the career services officeto confirm the date and time of the career fairto learn the location of the career fairto find out if he is allowed to attend the career fairto get advice about interviewing at the career fair1. C2. A3. D4. BC5. B6. B7. A8. A 9. D 10. ABE 11. BC 12. AB13. D 14. D 15. BC 16. B 17. ASection21.Why does student go to see the professorz She is having trouble finding topic for the term paperz She needs his help to find resource materialsz She wants to ask him for an extension on a paperz She wants him to approve her plans for a term paper 1. D 2. C 3. AC 4. C 5. B 6. B 7. A 8. A 9. D 10. C 11. B 12. A 13. ACE14. BD 15. B 16. C 17. DTPO07Section1does the man go to see the professorz To hand in a late assignmentz To find out about jobs in the departmentz To discuss Dean Adam's current researchz To volunteer to help organize an event1. D2. C3. AC4. D5. B6. C7. D8. B9. AC 10. A 11. A 12. B 13. D14. AC 15. B 16. C 17. BSection21.Why does the student come to the libraryTo learn about the library's resourcesTo ask about interlibrary loansTo attend the new student orientationTo start work on a research project1. A2. B3. C4. BC5. D6. C7. AC8. AD9. C 10. D 11. B 12. A13.…/liquid…/…/glacier…14. AD 15. B 16. A 17. CTPO08Section11.Why does the man go to see the registrar A.To find out why he is not on the list of graduating studentsB.To explain why he has not fulfi l led his graduation requirementsC.To find out the exact requirements for graduationD.To submit a document required for graduation1. D2. B3. D4. B5. C6. D7. C8. B 9. A 10. D 11. B 12. C 13. D14. A 15. AB 16. D 17. BSection21.What is the conversation mainly aboutA.Preparing for a testB.A strategy for attracting customersC.Business opportunities in the field of healthD.Differences between two business models1. B2. A3. NO/YES/YES/YES/NO4. D5. C6. D7. D8. C9. B10.first…/printing…/number…/inexpensive…11.C12.B13.D14.C15.A16.B17.CTPO09Section11.Why does the woman go to see the professorTo get advice on the topic of a term paperTo discuss different types of food packagingTo find out if the university will offer courses in food packaging To ask about jobs in the food industry1. A2. D3. B4. C5. C6. B7. CD8. D 9. C 10. BD 11. A 12. A 13. CD14. B 15. B 16. A 17. CSection21.What are the speakers mainly discussing— A book that the man is trying to find in the library — A book that the man already returned to the library—A book that the man is using to write his senior thesis — A book that the man lent to his sociology professor1. C2. B3. C4. D5. A6. D7. D8. B 9. AD 10. A 11. C 12. C 13. C14. B 15. A 16. CD 17. BTPO10Section1does the student go to see the professor○To discuss the latest trends in the photography shows○To find out why some of her work was not selected for a show ○To discuss how to get her photographs exhibited○To find out about a student photography show on campus1. C2. B3. C4. AC5. D6. B7. ACD8. A 9. B 10. C 11. C 12. B 13. D14. A 15. B 16. A 17. CSection21 Why does the student go to the bookstore○ To purchase a book by Jane bowles○To find out which books he need for a course○To return a book that was originally assigned for a course ○To find out how to order a book for a course1.C 8.C2. BD9.B3.A10.B4.A5.C11. C 12. A6. D7. AD13.A17.B14. B 15. YES/NO/YES/YES/NO 16. D TPO11Section1are the speakers mainly discussing • What the gym pass is used for• How to try out for the swimming team•The popularity of the new exercise at the gym•The schedule of exercise classes at the gym1. A2. B3. A4. D5. C6. C7. AD8. C 9. A 10. C 11. D 12. B 13. B14. C 15. BD 16. A 17. ASection2why does the professor want to see the student•To discuss the student's grade on a paper•To invite the student to work on a committee•To inform the student about a change in the class schedule •To ask the student to become her research assistant1. B2. C3. A4. D5. D6. C7. C8. A 9. C 10. D 11. A 12. C 13. BD14. B 15. D 16. C 17. ATPO12Section1•Why does the professor ask the man to come to her office •to check on the man’s pro gress on a paper he is writing •To show the man techniques for organizing his time•To encourage the man to revise a paper he wrote• To clarify her comments on a paper the man wrote1. C2. B3. A4. D5. A6. D7. B8. C 9. C 10. A 11. B 12. C 13. A14. C 15. D 16. B 17. ASection2•What is the student’s problem•He missed the tuition due date.•He has not been paid.•His bank lost his paycheck.•His tuition payment got lost1. B2. C3. B4. D5. A6. AC7. B8. C9. D 10. B 11. A 12. C 13. BD14. C 15. D 16. A 17. BTPO13Why does the student go to see the professorTo report on the research he has doneTo ask for permission to observe a classTo get help understanding an assignmentTo ask about a question on a recent testSection11. C 2 B 3 Ａ 4. B 5. D 6. C 7. A8. AD 9. A 10. D 11. A 12. D 13. C14. C 15. A 16. D 17. DSection2What are the speakers mainly discussingHow to use the language labHowe to make a video for the classHow to reserve a study room in the libraryHow to improve study habits1. A2. C3. AD4. B5. D6. D7. AC8. Chanson 1/3 Romance 2/49. B 10. B 11. A 12. C 13. B 14. A 15. D 16. AD 17. A TPO14Section1• Why does the student go to see the man•To find out the status of her job application •To get help locating a book she needs for a class•To request a book that her professor put on the reserve list •To ask how to look up books on the library’s computer system 1. B 2. A 3. AD 4. C 5. BD 6. D 7. A8. C 9. C 10. A 11. B 12. D 13. CD14. B 15. A 16. C 17. BSection2•What is the conversation mainly about•The advantages and disadvantages of a career in journalism •Topics the student could write about for the school newspaper •Comparing a major in journalism to other majors•Preparing for a career in journalism1. D2. C3. BD4. AD5. C6. B7. D8. AD 9. C 10. A 11. B 12. B 13. D14. D 15. C 16. B 17. ATPO15Section11.Why does the student go to the campus newspaper officeA.To turn in outlines of possible articlesB.To find out when his article will be printed in the newspaperC.To find out if he got a position as a reporterD.To get help with an assignment for his journalism course1. C2. D3. D4. A5. A6. D7. AD8. BC 9. A 10. C 11. D 12. A 13. B14. AD 15. AC 16. D 17. CSection218.Why does the woman go to see her professorA.To tell him about an athletic achievement.B.To find out the best approach to studying for a test.C. To ask a question about a laboratory project.D. To discuss her performance on a biology exam2. B9. C14. A 15. A 16. B 17. BTPO 16Section 1What does the woman want the man to doA. Postpone a choir performance to al low more time for rehearsals.B. Change the rehearsal schedule at the music building.C. Give approval for her group to move a piano to a different room.D. Help her reserve a rehearsal space on campus.1. D2. C3. D4. B5. B6. D7. YNYYYN 8. C 9. A 10. C 11. A 12. B13. A 14. C 15. D 16. B 17. DSection 218. Why does the student go to see the professorA. To find his grade on the midterm exam.B. To explain why he missed a classC. To get help writing an essay.D. To ask to take a test at a different time.1. D2. B3. B4. BC5. D.6. D7. D8. AC 9. B 10. B 11. A 12. B 13. BC14. A 15. AB 16. C 17. ATPO 17Section 1Why does the man visit the professorA. To get the professor’s approval for his paper topic.B. To ask for source material for his paper.C. To ask the professor’s opinion about a particular production ofa Shakespeare play.D. To get help finding articles about a play.1. B8. BD14. C2. C3. AD9. D15. D4. D5. B6. C7. B11. B 12. A 13. A17. ASection 21. Why does the man go to see the womanA. To complain about customers.B. To request an increase in his pay.C. To ask for a change in his work schedule.D. To apply for a job playing music in the dining hall1. C2. B3. A4. A5. D6. C7. B8. AD 9. D 10. BC 11. B 12. D 13. B14. CD 15. C 16. AB 17. BTPO 18Section 11. Why does the student go to the university officeA. To apply for a work-study jobB. To get information about hosting an exchange studentC. To find out if there are any jobs available on campusD. To find out eh hours of the computer lab1. C2. A3. A4. D5. C6. C7. B8. A 9. B 10. B 11. D 12. A 13. C14. D 15. B 16. BC 17. DSection 218. What is the conversation mainly aboutA. The topic of the man's research paperB. Some current research projects in sociology8. B16. B10. A10. CD 11. A 12. B 13. ABE1. D3. C4. A5. C6. B7. ADC.Effective ways of conducting sociology researchD.The man's possible participation in a research project1. D2. C3. A4. A5. B6. B7. YYNYN8. AC 9. D 10. B 11. C 12. D 13. A14. C 15. AC 16. D 17. BTPO19Section1Why does the man go to see the professorA.To ask for heap in choosing a topic for his term paperB.To ask the professor to explain how to complete an assignmentC.To ask about a point raised in a recent lectureD.To offer to help the professor with her research project1. C2. C3. A4. B5. D6. B7. D8. A 9. A 10. C 11. B 12. D 13. B14. AD 15. C 16. AC 17. CSection2What is the conversation mainly aboutA.Changes that will be made in food choices offered to studentsB.Food-safety procedures followed by the cafeteria staffC.Issues related to the cafeteria's food policymon complaints about the food served in the cafeteria1. C2. A3. AC4. BDE5. B6. B7. A8. D 9. B 10. A 11. A 12. D 13. BC14. B 15. C 16. D 17. BTPO201.Why does the man go to talk to the womanA.To find out if he can get extended borrowing privilegesB.To find out if he needs to immediately return a book he borrowedC.To find out why he has to pay a library fineD.To find out why his borrowing privileges have been suspended1. B2. AC3. C4. D5. A6. D7. A8. BAABA 9. C 10. D 11. D 12. B 13. AD14. D 15. AD 16. B 17. BSection21.Why does the professor want to talk to the studentA.To discuss her application to graduate school.B.To discuss a possible internship at the school’s libraryC.To encourage her to increase the scope of her research projectD.To suggest some changes to improve her research project.1. C2. A3. B4. D5. B6. B7. B8. A 9. AC 10. B 11. C 12. C 13. A14. C 15. C 16. B 17. CTPO21Section1Why does the needs the professor’s helpHe does not know the location of his general orientation sessionHe lost the invitation to the engineering department’s orientation sessionHe cannot locate the building for the engineering department’s orientationHe needs help deciding which area of engineer ing he should special ize in1.C8.D14. AD 15. C 16. D 17. ASection218.Why does the woman go to see the professorTo ask which elective courses he will be teaching next semester9. C2. C3. B4. D5. A6. B7. AC10. A 11. BD 12. C 13. BTo get more advice on which elective courses to take next semester To find out the difference between public relations and marketingTo get help deciding whether to pursue a graduate degree in marketing 1. D 2. C 3. B 4. D 5. A 6. B 7. C8. D 9. B 10. A 11. D 12. C 13. B14. CD 15. A 16. D 17. CTPO22Section11Why does the student go to the man’s officeA.To get some advice on an article that she is writingB.To find out about getting a job on the student newspaperC.To protest the university’s decision about a statueD.To complain about an article in the student newspaper1. D2. AC3. B4. C5. D6. B7. AD8. D 9. A 10. D 11. C 12. D 13. C14. BC 15. A 16. B 17. CSection２Why does the man go to see the professorA.To discuss his impressions of a recent piano concertB.To ask how to revise a paper he is writingC.To get approval to wr ite a paper about his grandmother’s l ifeD.To find out why he received a poor grade on a paper he wrote1. B2. B3. C4. C5. B6. D7. AB8. B 9. A 10. C 11. D 12. A 13. C14. D 15. B 16. D 17. BCTPO23Section1What is the cause of the student's problemA.She missed the deadl ine for submitting her announcement to the university web siteB.She did not include enough information in her announcement.C.The editors of the university web site did not post her announcementD.The university web site will not be available to students for several days. 1.C 2.A 3.C 4.B 5.C 6.D7.C8. A 9. A 10. B 11. C 12. C 13. B14. A 15. B 16. D 17. DSection218.Why does the man go to see the professorA.To discuss a grade he received on a paperB.To get advice about which course he should take next termC.To ask a question about a reading assignmentD.To request permission to take an advanced course1. B2. D3. B4. A5. C6. A7. D8. B 9. C 10. A 11. B 12. A 13. D14. AB 15. A 16. D 17. CTPO24Section 1 1. Why can the man NOT find the book he needsA.The bookstore is sold out of the book.B.The bookstore he is in does not carry the book.C.His professor did not order enough copies of the book.D.The book is not being used for any course offered at the university.1. B2. AB3. D4. B5. B6. B7. BD8. C 9. A 10. D 11. A 12. AD 13. C14. BD 15. A 16. C 17. DSection218.Why does the student go to speak with the professorA. To discuss material that might be on the final examB. To review his answers to the midterm examC. To get information about a class he missedD. To find out about the services of the tutoring center1. A2. AD3. B4. 122115. D6. D7. A8. C 9. BC 10. B 11. AD 12. A 13. BC14. AC 15. D 16. A 17. BTPO25Section 1What is the conversation mainly aboutA. The student’s eligibility to graduate next semesterB. The student’s difficulties in registering for classesC. A difficult class the student must take next semesterD. Possible elective choices in the student’s degree program1. A2. B3. A4. C5. D6. c8. B 9. A 10. D 11. B 12. D 13. B14. c 15. B 16. B 17. DSection 2Why does the man go to see the professorA. To find out how to distinguish between different types of whale songsB. To request permission to change the topic of his paperC. To discuss the difference between using the internet and using booksto find sourcesD. To get help locating some information for his paper2. B3. A4. C5. AD6. D7. B9. C 10. A 11. B 12. B 13. B15AD 16. CTPO26Section 1Why does the student go to speak to the manA. To discuss a job opportunity she had heard aboutB. To learn about options for advertising her businessC. To see if she can change a previous print orderD. To discuss a design idea that she has for business cardsD 7. A13. D14. C 15. C 16. A 17. ADSection 2Why does the student go to see the professorA. To obtain notes from a class she missedB. To discuss a conference she attendedC. To ask about a possible topic for a research paperD. To clarify information about volunteering in the community1. C2. a3. B4. A5. B6. A7. Ac8. D 9. A 10. B 12. A 13. BC14. C 15. D 16. B 17. CTPO27Section 1What does the woman go to the information deskdoes not know where the library computers are located.does not know how to use a computer to locate the information she needs.does not have time to wait until a library computer becomes available.book she is looking for was missing from the library shelf.1. B8. D14. D2. D9. AD15. B3. C4. A5. C6. B7. C10. B 11. A 12. C 13. B16. A 17. BSection 2why does the student come to see the professor1. B2. D3. CD4. B5. A6. 8. A14. C1. D8. B 9. B 10. C 11. D 12. BA to find out her reaction to a paper he recently submittedB to point out a factual error in an article the class was assigned to readC to ask about the suitability of a topic he wants to write aboutD to ask about the difference between chinampas and hydroponics6.B7.D13.A14. C 15. AC 16. A 17. DTPO28Section1What is the conversation mainly aboutA.Criticisms of Dewey’s political philosophyB.Methods for leading a discussion groupchanges made to a reference documentwith the organization of a paper1. D2. A3. ACD4. c5. B6. C7. A8. B 9. A 10. D 11. D 12. A 13. C14. AD 15. B 16. D 17. CSection2Why does the man go to see the professorlearn more about his student teaching assignmentdiscuss the best time to complete his senior thesisdiscuss the possibility of changing the topic of his senior thesis find out whether the professor will be his advisor for his senior thesis1. B2. C3. C4. CD5. B6. C7. B8. D 9. C 10. A 11. B 12. A 13. B14. B 15. c 16. AC 17. DTPO29 Section1what is the conversation mainly aboutA what the deadline to register for Japanese class isB why a class the woman chose may not be suitable for herC how the woman can fix an unexpected problem with her class scheduleD how first year student can get a permission to take an extra class1. C2. A3. D4. BC5. B6. A7. C8. ABD 9. D 10. C 11. A 12. C B14. C 15. AD 16. B 17. CSection2why does the student go to see the professorA to explain why he may need to hand in an assignment lateB to get instructions on how to complete an assignmentC to discuss a type of music his class is studyingD to ask if he can choose the music to write about in a listening journal1. B2. D3. A4. AC5. A6. C7. A8.A9.C10.BD11.C12.C13.B14. D 15. B 16. A 17. CTPO30Section11 why does the student go to speak with the womanA to get permission to organize a club eventB to arrange for a work space for his clubC to inquire about photography classD to reserve a room for photography exhibit1. B2. B3. D4. A5. C6. D7. C8. B 9. A 10. D 11. C 12. B 13. CD14. A 15. A 16. D 17. CSection2what are the speakers mainly discussing1. C2. B3. D4. A5. C 8. D 9. AB 10. B 11. C 12. DA the student's idea about his class assignmentsB the influence of one painter on anotherC the student's recent visit to museum in ConnecticutD the challenges associated with painting at night1. A2. B3. D4. AC5. B6. C7. B8. A9. BD 10. D 11. C 12. D 13. C14. D 15. A 16. A 17. D。

雅思(听力)历年真题试卷汇编29(题后含答案及解析)

雅思（听力）历年真题试卷汇编29(题后含答案及解析) 题型有：1. Listening ModuleListening Module (30 minutes & 10 minutes transfer time)听力原文：JANET: Hello?AGENT: Yes, I’d like to speak with Janet Evans, please.JANET: Speaking.AGENT: Hi Ms. Evans, this is Jim Rodriguez calling from Farrelly Mutual about your recent homeowner’s insurance inquiry. JANET: Yes, hi. Thanks for returning my call. AGENT: My pleasure. I understand you are potentially interested in insurance for a bungalow located a bit out of town. Could you give me the address? JANET: Sure, it’s [1]49 Greenway Court. Greenway is one word. AGENT: Thank you. Alright, and would you prefer to be contacted via email or phone? JANET: Either one is fine - maybe try emailing me first and as an alternative I can give you my phone number. AGENT: Great - and what is your email address? JANET: [2]pk2@.AGENT: Hm, did you say “cat,” as in the animal? JANET: Yes. It is the acronym for the construction company I work for - I’m sure you’ve seen them around. AGENT: Yes, I have. And could you give me your primary phone number, and the best time to reach you? JANET: Sure - the number is (020) 4251-9443. I am generally unable to answer my phone at work, but anytime after [3]5.30 p.m. is fine. AGENT: I will make a note of that here. Now I’m going to ask you a little bit about the property itself so we can make an accurate estimate of the cost of insuring your home. Could you tell me the size of your house? JANET: Um, well, I don’t have the exact measurements, but I’m pretty sure it’s right [4]around 80 square metres. ShouldI measure it and call you back later? AGENT: No, that’s completely alright. I’ll write80 square metres for now to get the estimate and then an agent will come get the exact measurements later on if you decide to purchase our insurance. JANET: Okay, great.AGENT: And what material is your house made of? For example, wood, brick, stucco... JANET: It’s mainly [5]brick. AGENT: Great - that will give you a lower rate than most other materials since it is so strong. JANET: Wonderful!AGENT: And do you have any sort of home security, Ms. Evans? JANET: Um, we don’t have a fence or anything yet, but [6]we have an alarm system that we use regularly. AGENT: Good.AGENT: Now I’ll go through a number of things we offer coverage for, and I’d like you to tell me which items you want your policy to cover. JANET: Okay. AGENT: We’ll start with the building itself first - would you like us to cover incidental damage to the structure to your house? JANET: Absolutely. AGENT: Splendid. And the contents inside your house - we usually cover all items with an appraised value above ￡200. Would you like us to cover theft and damage beyond natural wear-and-tear? I will let you know that the second option here will come with a considerable increase in your rates. JANET: I think I’d just like the contents of the house to be covered against theft then. AGENT: Alright - and would you like any other insurance - fire, flood, etc? JANET: Yes - [7]I definitely want flood coverage. It rains a lot here, and the drainage system in the area is not the greatest. AGENT: Okay. I am calculatingyour quotation now. It will just take a second. (Two seconds pause) It looks like your annual insurance rate will be ￡148.30. JANET: Thanks, that seems somewhat reasonable. I would like to take some time to think about it. How long does it take to begin receiving coverage after signing up? AGENT: It depends on the time of year - it can take anywhere from two to six weeks. I would say if you sign up by July 1st, you could start your coverage by [9]August 1st.JANET: I see. Okay, thanks for your help. Should I call you back at this number when I have made my decision? AGENT: Yes, please. And so that we can look up your account faster, I’ll give you a reference number that you should provide when calling. Ready? JANET: Yep! AGENT: It’s [10]TR278Q. JANET: Got it. Thanks! AGENT: Thank you, and have a nice day!Complete the form below.Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.Home Insurance Quotation FormExample AnswerName: Janet EvansAddress: 49【L1】______CourtEmail: 【L2】______Telephone number: (020) 4251 -9443Best time to contact: 【L3】______pmProperty InformationProperty size: 【L4】______m2Material(s): 【L5】______Security measures(if any): 【L6】______CoverageItems to cover: buildingcontents【L7】______Quotation: 【L8】￡______Coverage start date: 【L9】______Reference number: 【L10】______ 1．【L1】正确答案：Greenway解析：本题需补充完整的住址。

雅思(听力)历年真题试卷汇编30(题后含答案及解析)

雅思（听力）历年真题试卷汇编30(题后含答案及解析) 题型有：1. Listening ModuleListening Module (30 minutes & 10 minutes transfer time)听力原文：AGENT: Hello, Elite Travel, this is Emily speaking, how may I assist you today? CUSTOMER: Hi, I have a group visit to plan, and I wonder whether you could help me decide on which hotel to book. I have narrowed it down to either the Winchester, the Royal Hotel, or the Star Hotel. I am wondering if you have a recommendation. AGENT: I would be happy to help! Those three are excellent choices. If everyone is booking hotel rooms independently, an easy way to do it is online booking. The Star Hotel offers online bookings at no additional charge. CUSTOMER: It sounds fine! AGENT: Yeah, and you can even book the gorgeous [1]sea view rooms if you act quickly. CUSTOMER: Hm, I will consider that. It would be great since we are mostly first-time visitors to the area to get a nice view of the water. Now, are there handicap accessible rooms? AGENT: [2]Yes, all three options have access for the physically disabled.CUSTOMER: Great. I should also mention that we will be on a tight schedule, so we won’t have much time to go out for meals. Which of these hotels serve food? AGENT: There is a limited continental breakfast menu at the Star and at the Winchester. [3]For a full restaurant and room service, the Royal Hotel is your best bet. CUSTOMER: Oh wonderful! Could you tell me more about the restaurant? AGENT: Absolutely. In the morning there is a gourmet buffet or a la carte item, and after 11 a.m. lunch is served in the dining room. [4]Dinners are in a nice, low-key but high quality setting in the hotel’s private dining room and Fridays feature the house jazz band. CUSTOMER: How lovely! Is there a group discount? AGENT: No, sorry. Not at the Royal hotel. Let me check on the others, though. Could I place you on hold for just a second? CUSTOMER: Sure, thanks. AGENT: [5]It looks like there is one at the Winchester - 15% off when you book 8 or more rooms. CUSTOMER: Really? Sold! We’ll book at the Winchester. Wait - is it suitable for children though? We’ll have a few little ones in our group, and it would be great to have a way to keep them occupied. AGENT: Yes. In fact, [6]it has a play place that kids just love, with slides, and swings and everything. Definitely a good hotel to bring the kids. CUSTOMER: Okay, great.CUSTOMER: So now I know where we’ll be staying, what next? Should I go ahead and book transportation and assign rooms and everything? AGENT: Well, for now, there are only a few things for you to take care of. We will hold a block of rooms for you as soon as you send a [7]deposit. I recommend booking as soon as possible, so you probably want to send the [8]invitations as soon as you know how many rooms to hold. CUSTOMER: Oh, right. Okay, I’ll send the invitations and put down the deposit. Is there anything else I should take care of? AGENT: Great! And don’t worry about this now, but sometime before you arrive do let us know if you’ll be requiring our [9]transport service to and from the airport. CUSTOMER: I’ll make sure to let you know. Does that incur a service charge? Orperhaps a tip, or some presents to show our gratitude for the personal car service? AGENT: Oh, don’t worry about it. It is a free service, so if you would like to tip you are welcome to do so, but hotel drivers do not accept [10]gifts. CUSTOMER: Thanks for your help! AGENT: My pleasure. Enjoy your stay at the Winchester!Which hotels have the following facilities?Write the correct letter, A, B, C, or D next to questions 1-6.A Royal HotelB Star HotelC Winchester HotelD All Three HotelsExample: Online booking B1．Sea view正确答案：B解析：注意Example处答案选项为B Star Hotel，据此大胆猜测：接下来谈论的很可能还是这家旅馆，当然也可能会转移新的话题。

2016英语试题及答案

2016英语试题及答案一、听力部分（共30分）1. 根据所听对话，选择正确的答案。

（每题2分，共10分）A) 男声 B) 女声 C) 男声和女声(1) What is the man doing now?A. Reading a book.B. Watching TV.C. Cooking dinner.(2) Why did the woman go to the store?A. To buy a gift.B. To return a gift.C. To buy groceries.2. 根据所听短文，回答下列问题。

（每题3分，共20分）(1) What is the main topic of the passage?A. Traveling abroad.B. Learning a new language.C. Starting a new hobby.(2) What does the speaker suggest doing to improve language skills?A. Watching movies.B. Listening to music.C. Joining a language club.二、阅读理解部分（共40分）1. 阅读下列短文，选择最佳答案。

（每题2分，共20分）A. TrueB. FalseC. Not Given(1) The author has been to Paris three times.A. TrueB. FalseC. Not Given(2) The author prefers to travel alone.A. TrueB. FalseC. Not Given2. 阅读下列短文，回答下列问题。

（每题4分，共20分）(1) What is the author's opinion about traveling with a group?A. It's convenient but lacks freedom.B. It's the best way to travel.C. It's not enjoyable at all.(2) Why does the author enjoy traveling alone?A. Because it's cheaper.B. Because it allows for more flexibility.C. Because it's more challenging.三、完形填空部分（共15分）阅读下面短文，从短文后各题所给的四个选项（A、B、C、D）中，选出可以填入空白处的最佳选项。

2016年雅思听力高失分考题盘点

2016雅思听力高失分率考题盘点雅思官方公布的中国考生雅思听力平均分只有5.8分，也就是说总题量为40题的听力题我们平均只能答对21到22题，用国内的评分标准计算连及格线都没有达到，这个结果多少还是令人不甚满意的。

所以，朗阁雅思培训中心的专家将在本文中为大家盘点雅思听力中的高失分率题，望大家好好利用。

我们将听力考试中的高失分错误分为以下几种：迷惑型错误，刁难型错误，语法型错误，常识型错误以及实力型错误。

本文将以剑桥真题以及一些机经题为例给大家一一展现雅思听力的高失分题。

一、迷惑型错题迷惑型错误，换言之，即干扰，也就是说考生觉得听到了答案，其实听到的是听力设置中的伪装答案，而非真正的解题处。

这种干扰一般分为数字干扰，否定干扰和特殊信息干扰。

1. 数字干扰请看剑桥雅思9 test2section1第4题：Number of years planned in hall:____________大家请看原文：M: Right, thank you. And how long would you want to stay in hall, do you think? W: Well, it'll take three years but I'd only like to stay in hall for two. I'd like to think about living outside for the third year.Section1出现数字考点几乎是肯定概率的事件，一般会涉及各基数词和序数词表示的内容，如telephone number, flight number以及credit card number, date等各种考法，而干扰则是此类考点中最易出现的失分点。

上题问计划住在学校宿舍的年数，而在听力原文中首先出现的three years是待的总年数，转折词but之后出现了与题干对应的信息stayin hall，故答案应是two。

2016年专8听力真题、答案及讲座原文

2016年专8听力真题、答案及讲座原文SECTION A MINI-LECTUREModels for Arguments Three models for arguments●the first model for arguing is called (1) _________;—arguments are treated as war—there is much winning and losing—it is a (2) __________ model for arguing●the second model for arguing is arguments as proofs:—(3) warranted __________—valid inferences and conclusions—no (4) __________ in the adversarial sense●the third model for arguing is (5) _________:—the audience is (6) __________ in the arguments —arguments must (7) __________ the audience Traits of the argument as war●very dominant: it can shape (8) _________●strong arguments are needed●negative effects include:—(9) _________ are emphasized—winning is the only purpose—this type of arguments prevent (10) _________—the worst thing is (11) _________●implication from arguments as war: (12) _________—e.g., one providing reasons and the other raising (13) _________ —the other one is finally persuadedSuggestions on new ways to (14) _________ of arguments●think of new kinds of arguments●change roles in arguments●(15) _________SECTION B INTERVIEWNow, listen to the Part One of the interview. Questions 1 to 5 are based on Part One of the interview.1.What is the topic of the interview?A. Maggie’s university life.B. Her mom’s life at Harvard.C. Maggie’s view on studying with Mom.D. Maggie’s opinion on her mom’s major.2.Which of the following indicates that they have the same study schedule?A. They take exams in the same weeks.B. They have similar lecture notes.C. They apply for the same internship.D. They follow the same fashion.3.What do the mother and the daughter have in common as students?A. Having roommates.B. Practicing court trails.C. Studying together.D. Taking notes by hand.4.What is the biggest advantage of studying with Mom?A. Protection.B. Imagination.C. Excitement.D. Encouragement.5.What is the biggest disadvantage of studying with Mom?A. Thinking of ways to comfort Mom.B. Occasional interference from Mom.C. Ultimately calls when Maggie is busy.D. Frequent check on Maggie’s grades.Now, listen to the Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview.6.Why is parent and kid studying together a common case?A. Because parents need to be ready for new jobs.B. Because parents love to return to college.C. Because kids require their parents to do so.D. Because kids find it hard to adapt to college life.7.What would Ma ggie’s mom like to be after college?A. Real estate agent.B. Financier.C. Lawyer.D. Teacher.8.How does Maggie’s mom feel about sitting in class after30 years?A. Delighted.B. Excited.C. Bored.D. Frustrated.9.What is most challenging for Maggie’s m om?A. How to make a cake.B. How to make omelets.C. To accept what is taught.D. To plan a future career.10.How does Maggie describe the process of thinking out one’s career path?A. Unsuccessful.B. Gradual.C. Frustrating.D. Passionate.1.the dialectical model/doc/8a754565.html,mon and fixed3.premises4.opposition / arguing5.arguments as performances / the rhetorical model6.participatory / participating / the participant / taking part7.be tailored to / cater for8.how we argue / our actual conduct9.tactics / strategies10.negotiation and collaboration11.ther e’s no solution / progress12.learning with losing13.questions / counter-considerations / counter-arguments / objections /arguments in opposition14.achieve positive effects15.support oneself / yourselfC AD D BA C D C BGood morning, everyone. My name is David and I am good at arguing. So welcome to our introductory lecture on argumentation. Why do we want to argue? Why do we try to convince other people to be lieve things that they don’t want to believe? And is that even a nice thing to do? Is that a nice way to treat other human being, try and make them think something they don’t want to think? Well, my answer is going to make reference to three models for arguments.(1) The first model —let’s call this the dialectical model—is that we think of arguments as war. And you know what that’s like. There is a lot of screaming and shouting and winning andlosing. (2) And that’s not really a very helpful model arguing, but it’s a pretty common and fixed one. I guess you must have seen that type of arguing many times —in the street, on the bus or in the subway.Let’s move on to the second model. The second model for arguing regards arguments as proofs. Think of a mathema tician’s argument. Here’s my argument. Does it work? Is it any good? (3) Are the premises（前提）warranted? Are the inferences（推论）) valid? Does the conclusion follow the premises? (4) No opposition, no adversariality（对抗）—not necessarily any arguing in the adversarial sense.(5) And there’s a third model to keep in mind that I think is going to be very helpful, and that is arguments as performances, arguments as being in front of an audience. We can think of a politician trying to present a position, trying to convince the audience of something.But there’s another twist（转折）on this model that I really think is important; namely, that when we argue before an audience, (6)sometimes the audience has a more participatory role in the argument; that is, you present you arguments in front of an audience who are like juries（陪审团）that make a judgment and decide the case.(5) Let’s call this model the rhetorical model, (7) where you have to tailor（迎合）your argument to the audience at hand.Of those three, the argument as war is the dominant one. It dominates how we talk about arguments, it dominates how we think about arguments, and because of that, (8) it shapes how we argue, our actual right on target.We want to have our defenses up and our strategies all in order. We want killer arguments. That’s the kind of argument we want. It is the dominant way ofthinking about arguments. When I’m talking about arguments, that’s probably what you thought of, the adversarial model.But the war metaphor, the war paradigm（范例）or model for thinking about arguments, has, I think, negative effects on how we argue. (9) First, it elevates tactics over substance. You can take a class in logic argumentation. You learn all about the strategies that people use to try and win arguments and that makes arguing adversarial; it’s polarizing（分化的）. And the only foreseeable outcomes are triumph —glorious triumph —or disgraceful（可耻的）defeat. I think those are very destructive effects, and worst of all, (10) it seems to prevent things like negotiation and collaboration（合作）. Um, I think the argument-as-war metaphor inhibits（阻止）those other kinds of resolutions to argumentation.(11) And finally —this is really the worst thing —arguments don’t seem toget us anywhere; they’re dead ends（死胡同）. We don’t anywhere. Oh, and one more thing. (12) That is, if argument is war, then there’s also an implicit（绝对的）aspect of meaning —learning with losing.And let me explain what I mean. Suppose you and I have an argument. You believe a proposition（命题）and I don’t. And I say, “Well, why do you believe that?”And you give me your reasons. And I object and say, “Well, what about…？” And I have a question: “Well, what do you mean? How does it apply over here?” And you answer my question. Now, suppose at the end of the day, I’ve objected, I’ve questioned, (13)I’ve raised all sorts of questions from an opposite perspective and in every case you’ve responded to my satisfaction. And so at the end of the day, I say, “You know what? I guess you’re right.” Maybefinally I lost my argument. But isn’t it also a process of learning? So you see arguments may also have positive effects.(14) So, how can we find new ways to achieve those positive effects? We need to think of new kinds of arguments. Here I have some suggestion. If we want to think of new kinds of argument, what we need to do is think of new kinds of arguers —people who argue.So try this: Think of all the roles that people play in arguments. (1) (5) There’s the proponent and the opponent in an adversarial, dialectical argument（对话式论证）. Ther e’s the audience in rhetorical arguments.There’s the reasoner in arguments as proofs. All these different roles. Now, can you imagine an argument in which you are the arguer, but you’re also in the audience, watching yourself argue? Can you imagine yourself watching yourself argue? (15) That means you need to be supportedby yourself. Even when you lose the argument, still, at the end of the argument, you could say, “Wow, that was a good argument!” Can you do that? I think you can. In this way, you’ve been supported by yourself.Up till now, I have lost a lot of arguments. It really takes practice to become a good arguer, in the sense of being able to benefit from losing, but fortunately, I’ve had many, many colleagues who have been willing to step up and provide that practice for me.Ok. To sum up, in today’s lecture, I have introduced three models of arguments.(1) The first model is called the dialectical model. The second one is the model of arguments as proofs. (5) And the last one is called the rhetorical model, the model of arguments asperformances. I have also emphasized that, though the adversarial type of arguments is quite common, we can still make arguments produce some positive effects. Next time I will continue our discussion on the process of arguing.。

雅思2016年1月考过的题型

雅思2016年1月考过的题型摘要：一、引言1.介绍雅思考试2.说明雅思考试的重要性3.提出2016年1月雅思考试题型的主题二、2016年1月雅思考试题型概述1.听力部分2.阅读部分3.写作部分4.口语部分三、各类题型解析1.听力部分题型a.选择题b.填空题c.地图题d.流程图题2.阅读部分题型a.段落细节题b.文章主旨题c.配对题d.判断题3.写作部分题型a.议论文b.说明文c.书信d.报告4.口语部分题型a.个人信息题b.话题讨论题c.情景题d.描述题四、应对策略与建议1.针对各类题型的备考方法2.时间管理技巧3.提高英语能力的途径正文：雅思，全称为国际英语语言测试系统（International English Language Testing System），是衡量非英语母语者在英语听、说、读、写四个方面能力的重要标准。

在我国，雅思成绩被广泛应用于留学、移民、就业等领域，因此对于广大考生而言，雅思考试具有举足轻重的地位。

在2016年1月的雅思考试中，各类题型呈现出一定的特点。

首先，在听力部分，考生需要适应不同类型的题目，如选择题、填空题、地图题和流程图题。

针对这些题目，考生应在平时的练习中注重提高对各种信号词的敏感度，以及掌握速记技巧，提高答题速度和准确率。

接下来，阅读部分考查了考生对文章主旨和段落细节的理解能力。

考生在备考过程中，应学会运用略读、寻读等阅读技巧，提高阅读效率。

同时，要熟悉各类题型，如段落细节题、文章主旨题、配对题和判断题，以便在考试中迅速找到解题方法。

在写作部分，考生需要掌握议论文、说明文、书信和报告等不同类型的写作技巧。

在备考过程中，要注重练习写作结构和逻辑，同时积累丰富的词汇和表达，以提高写作得分。

最后，在口语部分，考生需准备个人信息题、话题讨论题、情景题和描述题等。

要充分了解各类题型的回答技巧，注意语言表达的流利性和准确性，并通过模仿、跟读等方式提高发音标准。

总之，要想在2016年1月的雅思考试中取得理想的成绩，考生需要在各个方面做好充分的准备。

2016年1月雅思真题回忆及解析

2016年1月雅思真题回忆及解析不积跬步，无以至千里；不积小流，无以成江海。

对于雅思考试而言，每天进步一点点，基础扎实一点点，通过考试就会更容易一点点。

无忧考网搜集整理了2016年1月雅思真题回忆及解析，希望对大家有所帮助。

2016年1月举行了4场考试，时间分别是1月9日、1月14日、1月23日、1月30日。

以下内容仅供参考。

1月9日雅思口语真题回忆：Part 1考题总结考题总结：Hometown1.Where are you from?2.Do you like your hometown?3.Is your hometown suitable for children to live in?4.Where do you live in your hometown, a house or a flat?5.Where would you bring a tourist to in your hometown?6.Can you tell me something about a tourism site in your hometown?7.Would you like to live there in the future?Your studies1.Do you work or are you a student?2.What's your major? Have you ever communicated about your major with your friends?3.Will you study with others in the future? Why?4.What is your plan for your future study?5.When you study, do you feel happy?6.What’s your favorite subject? What do like most about it?7.Do you enjoy your school life? What are the benefits of being a student?8.What do you usually do after class?Flat1.Do you live in a house or an apartment/flat/dorm?2.What room do you like best in your flat?3.Describe your bedroom.4.Do you want to move to another place in the future?Handwriting1.Do you usually write by hand or computer?2.How often do you write by hand?3.Do you think emails will replace letters in the future?Dance1.Do you like to dance?2.Do people in your country dance?3.What kinds of dancing are popular in your country?History1.Do you like history?2.Do you think history is important?3.Do you think the internet is a good place to learn about history? Reading1.Do you like reading?2.What did you read when you were a kid?3.What book have you read recently?Parks1.How often do you go to park?2.Do people in your country like to visit parks?3.What do they do there?Snacks1.Do you like snacks?2.What was your favorite snacks when you were a child?3.Has anything changed about snacks compared to the past?Photos1.Do you like to take photos?2.How often do you take photos?3.How to take good photos?Teacher1.Do you like to be a teacher?2.Who is your favorite teacher?3.Do you like strict teachers?Color1.Do you like dark colors or light colors?2.What color do you like to wear3.Why do you like dark/light colors? (possible)Film1.What kinds of films do you like?2.What was the first film you watched?3.How often do you watch films?Part 2&3考题总结考题总结：P2 1.a product that you bought and felt happy with.2.a job you would like to have in the future.3.a person who always takes plane.4.a goal in the future.5.a piece of clothing you received from someone.6.a difficult decision you made.7.one of your best friends.8.an important festival in your country.9.a piece of local news that was interesting to you.10.a situation you when you helped someone.P3 1.what kind of stories are people interested in?2.Why do people like uniform at work?3.Do people in your country grow vegetables in the garden?4.Do old people and young people like the same kind of songs?5.What can young and old people learn from each other?6.How to keep fit?7.Why is it difficult for some Chinese to go to gym?8.Why do some people collect toys?9.Is it ok that mothers earn more than fathers?10. Do you like to read magazines or use mobile phone to read?雅思口语趋势分析和备考指导比如P2中问道，A goal in the future?本体中注意可以是同学们之前准备的An important job in your country的结合。

雅思听力全真试题及答案

雅思听力全真试题及答案Section 1: Questions 1-10You will hear a conversation between a student and a university accommodation officer. For questions 1-6, choose the correct answer (A, B, or C) for each statement.1. What is the main reason the student is looking for accommodation?A. To be closer to the universityB. To be closer to his workplaceC. To live with his friends2. What type of accommodation is the student interested in?A. A single roomB. A shared flatC. A studio apartment3. How much is the deposit for the accommodation?A. £200B. £300C. £4004. What is included in the rent?A. UtilitiesB. Internet accessC. Both A and B5. When can the student move in?A. ImmediatelyB. In two weeksC. At the end of the month6. What is the student's preferred method of payment?A. Monthly installmentsB. A lump sum paymentC. A bank transferFor questions 7-10, choose the correct letter (A-D) for each statement.7. What does the accommodation officer suggest the student do?A. Visit the accommodation officeB. Apply onlineC. Contact the landlordsD. Check the university website8. What is the deadline for submitting the application?A. One week from nowB. Two weeks from nowC. One month from nowD. There is no deadline9. What is the student's concern about the accommodation?A. The location is not convenientB. The cost is too highC. The facilities are not adequateD. The availability is uncertain10. What does the accommodation officer promise to do?A. Contact the student with more informationB. Show the student around the accommodationC. Help the student with the application processD. Negotiate the price with the landlordsSection 2: Questions 11-20You will hear a talk about a local history museum. For questions 11-16, choose the correct answer (A-D) for each statement.11. What is the main purpose of the museum?A. To preserve historical artifactsB. To educate the public about local historyC. To promote tourism in the areaD. To host special events12. When was the museum established?A. In the 18th centuryB. In the 19th centuryC. In the 20th centuryD. In the 21st century13. What type of exhibits does the museum have?A. Paintings and sculpturesB. Historical documents and photographsC. Interactive displays and multimedia presentationsD. All of the above14. Which of the following is NOT mentioned as a feature ofthe museum?A. A gift shopB. A caféC. A libraryD. A playground15. What special event is the museum hosting next month?A. A lecture seriesB. A temporary exhibitionC. A guided tourD. A live performance16. How can visitors find more information about the museum?A. By visiting the museum's websiteB. By calling the museum's information lineC. By reading the museum's brochureD. By following the museum on social mediaFor questions 17-20, choose the correct letter (A-D) for each statement.17. What is the speaker's opinion about the museum's location?A. It is in a convenient areaB. It is in a quiet neighborhoodC. It is in a busy commercial districtD. It is in a remote part of the city18. What does the speaker say about the museum's staff?A. They are knowledgeableB. They are friendlyC. They are helpfulD. All of the above19. What does the speaker recommend visitors do before visiting the museum?A. Make a reservationB. Check the opening hoursC. Plan their visitD. Join a guided tour20. What does the speaker suggest visitors do after visiting the museum?A. Visit the gift shopB. Have a meal at the caféC. Write a review onlineD. Share their experience on social mediaSection 3: Questions 21-30You will hear a discussion between two students about their university course. For questions 21-25, choose the correct answer。

剑桥雅思16Test1Part3听力原文与答案 Art Projects

剑桥雅思16Test1Part3听力原文与答案 Art Projects剑桥雅思16Test1Part3听力原文与答案 Art Projects剑桥雅思16听力第一套题目第三篇文章的主题为有关鸟类艺术的课堂演讲准备。

具体内容包括Jess和Tom觉得有用的事先准备，proposal里需要更改的地方，以及通过六幅艺术作品想要表达的东西。

下面是这段音频对应的录音原文与相应题目的答案。

点击查看这篇雅思听力中出现的高频词汇与具体题目的答案解析：剑桥雅思16Test1Part3听力高频词汇剑桥雅思16Test1Part3听力答案解析 Art Projects剑桥雅思16 Test1 Part3雅思听力原文JESS: How are you getting on with your art project, Tom?TOM: OK. Like, they gave us the theme of birds to base our project on, and I’m not really all thatinterested in wildlife. But I’m starting to get into it. I’ve pretty well finished the introductory stage.JESS: So have I. When they gave us all those handouts with details of books and websites to look at, I was really put off, but the more I read, the more interested I got (Q21).TOM: Me too. I found I could research so manydifferent aspects of birds in art – colour, movement, texture. So I was looking forward to the Bird Park visit.JESS: What a letdown! It poured with rain and wehardly saw a single bird. Much less use than the trip to the Natural History Museum (Q22).TOM: Yeah. I liked all the stuff about evolution there. The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.JESS: I missed those because I was ill. I wish we could’ve seen the projects last year’s students did.TOM: Mm. I suppose they want us to do our own thing, not copy.JESS: Have you drafted your proposal yet?TOM: Yes, but I haven’t handed it in. I need to amend some parts. I’ve realised the notes from my research are almost all just descriptions, I haven’t actually evaluated anything. So I’ll have to fix that (Q23).JESS: Oh, I didn’t know we had to do that. I’ll have to look at that too. Did you do a timeline for the project?TOM: Yes, and a mind map.JESS: Yeah, so did I. I quite enjoyed that. But it was hard having to explain the basis for my decisions in my action plan.TOM: What?JESS: You know, give a rationaleTOM: I didn’t realise we had to do that. OK. I can add it now. And I’ve done the video diary presentation, and worked out what I want my oute to be in the project.JESS: Someone told me it’s best not to be too precise about your actual oute at this stage (Q24), so you have more scope to explore your ideas later on. SoI’m going to go back to my proposal to make it a bit more vague.TOM: Really? OK. I’ll change that too then.TOM: One part of the project I’m unsure about is where we choose some paintings of birds and say what they mean to us. Like, I chose a painting of a falcon by Landseer. I like it because the bird’s standing there with his head turned to one side, but he seems to be staring straight at you. But I can’t just say it’s a bit scary, can I?JESS:You could talk about the possible danger suggested by the bird’s look (Q25).TOM: Oh, OK.JESS: There’s a picture of a fish hawk by Audubon I like. It’s swooping over the water with a fish in its talons, and with great black wings which take up most of the pictureTOM: So you could discuss it in relation to predators and food chains?JESS: Well actually I think I’ll concentrate on the impression of rapid motion it gives (Q26).TOM: Right.JESS: Do you know that picture of a kingfisher by van Gogh –it’s perching on a reed growing near a streamTOM: Yes it’s got these beautiful blue and red and black shadesJESS: Mm hm. I’ve actually chosen it because I saw a real kingfisher once when I was little. I was out walking with my grandfather (Q27), and I’ve never forgotten itTOM: So we can use a personal link?JESS: SureTOM: OK. There’s a portrait called W illiam Wells, I can’t remember the artist but it’s a middle-aged man who’s just shot a bird. And his expression, and the way he’s holding the bird in his hand suggests he’s not sure about what he’s done. To me it’s about how ambiguous people are in the way they exploit the natural world (Q28).JESS: Interesting. There’s Gauguin’s picture Vairumati. He did it in Tahiti. It’s a woman with a white bird behind her that is eating a lizard, and what I’m interested in is what idea this bird refersto. Apparently, it’s a reference to the never-ending cycle of existence (Q29).TOM: Wow. I chose a portrait of a little boy. Giovanni de Medici. He’s holding a tiny bird in one fist. I like the way he’s holding it carefully so he doesn’t hurt it (Q30).JESS: Ah right.剑桥雅思16 Test1 Part3雅思听力答案21-22. CE23-24. BE25. D26. C27. A28. H29. F30. G剑桥雅思16Test1Part1听力原文与答案Children’s Engineering Workshops剑桥雅思16Test1Part2听力原文与答案Stevenson’s site剑桥雅思16Test1Part4听力原文与答案 Stoicism。

2016年雅思听力真题

2016年雅思听力真题题型：选择6+配对4场景：旅游场景–介绍新西兰的一个景点Gisbornea history and tourism introduction for a famous place --Gisborne参考答案：11. main topic of this speechA. economyB. tourismC. history12. name ‘Mario’ originates from the place: East Coast13. at beginning, they export product toA farmsB fisheryC forest14. Now it exports_____to AsiaA lemon and orangesB red&white grapeC sea food15. Concert about costume party will be held inA museumB opera house16. In raining days, you are recommended to watchA culture showB photograph exhibitionC near art gallery17-20 MatchingA the disablesB newly wedded coupleC pregnant womanD secondary school childrenE young adults17 hot spring: suitable for B(not suitable for elderly and pregnant)18 second (can have party here, exciting game), suitable for E19 rafting: Suitable for D (suitable for pupil, parents don’t need to worry about their kids, cause they have professionalinstructor)20….park: suitable for the A (mentioned people in wheel chair)背景知识：Gisborne坐落于新西兰的北岛东部(Poverty Bay) 由于靠近国际日期变更线，因此成为每天地球上第一个看见太阳的城市，有着“东方太阳城”、“曙光第一城”的美称。