2020年11月28日雅思考情回顾!阅读写作多为旧题!


来源:   时间:2020-11-30 16:21:20

本场考试整体难度中等,阅读写作全部为旧题,同时,P1虽为2017年题目,但是尚无真题回忆;P3体现出了出题并非学术文那么规整的特征,该篇选自杂志《时代周刊》(2007),难度较高。
 

阅读部分

 
P1 香水的发展史
P2 英国村庄的复杂和多样
P3 婴儿的感知
 
READING PASSAGE 2
Questions14-19  

 
Listof Headings
i. Why certainlocations are chosen forvillages
ii. Regional difference among different types of settlement
iii. Thelayout of village has been changed
iv. Sharing resources andlaboring
v.The complexity of patterns in England countryside
vi. The design of farming building
vii. lnvestigation andlifestyle of settlement
viii.Aform of pattern has not been fully explained
ix. The impact of animals onliving arrangement
 
Paragraph A -- v(Sample)
14. Paragraph B -- ii
15. Paragraph C -- iv
16. Paragraph D -- ix
17. Paragraph E -- viii
18. Paragraph F -- i
19. Paragraph G -- iii
 
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Patterns of Settlement in England Countryside
A: For many centuries, England has been consisted of a variety of administrative unites, which containing villages and several farmsteads and a group of helmets.
B: Villages are commonly in the west of England, where is drier and arable, while pastoral farms and helmet are usually in wetter and hillier places.
C: The characteristics of different patterns are various. The explanation to this is the difference of farming. The lackage of capital equipment makes cooperation a necessity in villages. Several villages cooperate in the clearance of woodland.
D: villages are rarer than west when moving east, pastoral farm are becoming popular due to the cultivation of cows and sheep.
E: Helmet is another pattern, which is harder to account for. Farmers and animals are generally housed in the same houses, called ‘long houses’, scattering on the lands.
F: The layout of village depending on some factors. Farmers looked for first of all unfailing water.
G: The earliest picture of settlement maps can be dated form late 16th century. Yet, it is very clear that very hard to find the original shapes and size of patterns. For the reason that, they have been changing for centuries.
 
Questions20-26
 
Different Types of Settlement

For such a small country, England has been consisted of villages and several 20. farms teads and a group of helmets. The reason forvarious types of settlement capital equipmentlackage makes the cooperation a necessity. Several villages cooperate in the22. clearance of woodland and build23. dikes where the water is a threat. Moving east, 24. pastoral farm is a popular pattern, where farmers cultivate cows and sheep. Farmers and animals are genera11y housed in the isolated houses, called 25. 1ong houses. Helmet is another pattern. lt develops on the26. division of lands descendants through centuries.
(26题在第五段)
 
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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
 
What Do Babies Know?
As Daniel Haworth is settled into a high chair and wheeled behind a black screen, a sudden look of worry furrows his 9-month-old brow. His dark blue eyes dart left and right in search of the familiar reassurance of his mother’s face. She calls his name and makes soothing noises, but Daniel senses something unusual is happening. He sucks his fingers for comfort, but, finding no solace, his month crumples, his body stiffens, and he lets rip an almighty shriek of distress. This is the usual expression when babies are left alone or abandoned. Mom picks him up, reassures him, and two minutes later, a chortling and alert Daniel returns to the darkened booth behind the screen and submits himself to baby lab, a unit set up in 2005 at the University of Manchester in northwest England to investigate how babies think.
 
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Watching infants piece life together, seeing their senses, emotions and motor skills take shape, is a source of mystery and endless fascination—at least to parents and developmental psychologists. We can decode their signals of distress or read a million messages into their first smile. But how much do we really know about what’s going on behind those wide, innocent eyes? How much of their understanding of and response to the world comes preloaded at birth? How much is built from scratch by experience? Such are the questions being explored at baby lab. Though the facility is just 18 months old and has tested only 100 infants, it’s already challenging current thinking on what babies know and how they come to know it.
 
Daniel is now engrossed in watching video clips of a red toy train on a circular track. The train disappears into a tunnel and emerges on the other side. A hidden device above the screen is tracking Daniel’s eyes as they follow the train and measuring the diametre of his pupils 50 times a second. As the child gets bored—or “habituated”, as psychologists call the process— his attention level steadily drops. But it picks up a little whenever some novelty is introduced. The train might be green, or it might be blue. And sometimes an impossible thing happens— the train goes into the tunnel one color and comes out another.
 
Variations of experiments like this one, examining infant attention, have been a standard tool of developmental psychology ever since the Swiss pioneer of the field, Jean Piaget, started experimenting on his children in the 1920s. Piaget’s work led him to conclude that infants younger than 9 months have no innate knowledge of how the world works or any sense of “object permanence” (that people and things still exist even when they’re not seen). Instead, babies must gradually construct this knowledge from experience. Piaget’s “constructivist” theories were massively influential on postwar educators and psychologist, but over the past 20 years or so they have been largely set aside by a new generation of “nativist” psychologists and cognitive scientists whose more sophisticated experiments led them to theorise that infants arrive already equipped with some knowledge of the physical world and even rudimentary programming for math and language. Baby lab director Sylvain Sirois has been putting these smart-baby theories through a rigorous set of tests. His conclusions so far tend to be more Piagetian: “Babies,” he says, “know nothing.”
 
What Sirois and his postgraduate assistant Lain Jackson are challenging is the interpretation of a variety of classic experiments begun in the mid-1980s in which babies were shown physical events that appeared to violate such basic concepts as gravity, solidity and contiguity. In one such experiment, by University of Illinois psychologist Renee Baillargeon, a hinged wooden panel appeared to pass right through a box. Baillargeon and M.I.T’s Elizabeth Spelke found that babies as young as 3 1/2 months would reliably look longer at the impossible event than at the normal one. Their conclusion: babies have enough built-in knowledge to recognise that something is wrong.
 
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Sirois does not take issue with the way these experiments were conducted. “The methods are correct and replicable,” he says, “it’s the interpretation that’s the problem.” In a critical review to be published in the forthcoming issue of the European Journal of Developmental Psychology, he and Jackson pour cold water over recent experiments that claim to have observed innate or precocious social cognition skills in infants. His own experiments indicate that a baby’s fascination with physically impossible events merely reflects a response to stimuli that are novel. Data from the eye tracker and the measurement of the pupils (which widen in response to arousal or interest) show that impossible events involving familiar objects are no more interesting than possible events involving novel objects. In other words, when Daniel had seen the red train come out of the tunnel green a few times, he gets as bored as when it stays the same color. The mistake of previous research, says Sirois, has been to leap to the conclusion that infants can understand the concept of impossibility from the mere fact that they are able to perceive some novelty in it. “The real explanation is boring,” he says.
 
So how do babies bridge the gap between knowing squat and drawing triangles—a task Daniel’s sister Lois, 2 1/2, is happily tackling as she waits for her brother? “Babies have to learn everything, but as Piaget was saying, they start with a few primitive reflexes that get things going,” said Sirois. For example, hardwired in the brain is an instinct that draws a baby’s eyes to a human face. From brain imaging studies we also know that the brain has some sort of visual buffer that continues to represent objects after they have been removed—a lingering perception rather than conceptual understanding. So when babies encounter novel or unexpected events, Sirois explains, “there’s a mismatch between the buffer and the information they’re getting at that moment. And what you do when you’ve got a mismatch is you try to clear the buffer. And that takes attention.” So learning, says Sirois, is essentially the laborious business of resolving mismatches. “The thing is, you can do a lot of it with this wet sticky thing called a brain. It’s a fantastic, statistical-learning machine”. Daniel, exams ended, picks up a plastic tiger and, chewing thoughtfully upon its heat, smiles as if to agree.
 
SECTION 3: QUESTIONS 27-40
Questions 27-32

Show Notepad
Do the following statements agree with the information given in Reading Passage 3?
In boxes 27-32 on you answer sheet, write TRUE, if the statement agrees with the information, write FALSE if the statement contradicts the information, write NOT GIVEN If there is no information on this
 
27 Baby’s behavior after being abandoned is not surprising.
28 Parents are over-estimating what babies know.
29 Only 100 experiments have been done but can prove the theories about what we know.
30 Piaget’s theory was rejected by parents in 1920s.
31 Sylvain Sirois’s conclusion on infant’s cognition is similar to Piaget’s.
32 Sylvain Sirois found serious flaws in the experimental designs by Baillargeon and Elizabeth Spelke.
 
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Questions 33-37
Show Notepad
Complete each sentence with the correct ending, A-E, below.
Write the correct letter, A-E, in boxes 33-37 on your answer sheet.
 
33 Jean Piaget thinks infants younger than 9 months won’t know something existing
34 Jean Piaget thinks babies only get the knowledge
35 Some cognitive scientists think babies have the mechanism to learn a language
36 Sylvain Sirois thinks that babies can reflect a response to stimuli that are novel
37 Sylvain Sirois thinks babies’ attention level will drop
 
A before they are born.
B before they learn from experience.
C when they had seen the same thing for a while.
D when facing the possible and impossible events.
E when the previous things appear again in the lives.
 
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Questions 38-40
Show Notepad
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 38-40 on your answer sheet.
 
38 What can we know about Daniel in the third paragraph?
A Daniel’s attention level rose when he saw a blue train.
B Kid’s attention fell when he was accustomed to the changes.
C Child’s brain activity was monitored by a special equipment.
D Size of the train changed when it came out of the tunnel.
 
39 What can we know from the writer in the fourth paragraph?
A The theories about what baby knows changed over time.
B Why the experiments that had been done before were rejected.
C Infants have the innate knowledge to know the external environment.
D Piaget’s “constructivist” theories were massively influential on parents.
 
40 What can we know from the argument of the experiment about the baby in the sixth paragraph?
A Infants are attracted by various colours of the trains all the time.
B Sylvain Sirois accuses misleading approaches of current experiments.
C Sylvain Sirois indicates that only impossible events make children interested.
D Sylvain Sirois suggests that novel things attract baby’s attention.
 
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27. TRUE
28. NOT GIVEN
29. FALSE
30. NOT GIVEN
31. TRUE
32. FALSE
33. B
34. E
35. A
36. D
37. C
38. B
39. A
40. D
 

听力部分

 
Part 1
主题:假期咨询
题型:填空
参考答案:
114th September
2. 835或790
3. school 
4. river
5. deck 
6. garage
7. towels 
8. Chinese 
9. 200 
10. July 
 
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PART 2
主题:艺术班的课程介绍
题型:多选+匹配
参考答案:
11-14 多选
11-12 
which two art courses require students to bring their own materials
A. cards making
E. Interior design introduction

13-14
which two courses need more than one term to finish
A. solve problems in internet design
B. practical gardening design
 
15-20 匹配
课程与匹配人群
15. Yoga– for adults and children
16. Lacrosse– specially priced
17. Musicdance – changes to a new place
18. Tennis– famous sports player
19. Golf– holds regional competition
20. Taiji– minimal age required
 
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Part 3
seminar 两个人写论文讨论
 
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Part 4
主题:蚂蚁巢穴
题型:填空(顺序可能有误)
参考答案:
31. live in environment except for desert and cold areas
32. often found under rocks  
33. first found in Brisbane in 2001, near the port
34. carried in soil in farming equipment, 
35. prevent people from getting water
36. reduce use of sports facilities 
37. damage electrical systems
38. aided by well-trained dogs 
39. camera wired to a helicopter 
40. insecticide and bait mixed with corn 
 
 
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