雅思劍橋11test3閱讀答案 2023年9月28日雅思閱讀考試真題及答案

今天大學路小編整理了雅思劍橋11test3閱讀答案 2023年9月28日雅思閱讀考試真題及答案相關信息，希望在這方面能夠更好的大家。

本文目錄一覽：

• 1、2023年10月19日雅思閱讀考試真題及答案
• 2、2023年8月10日雅思聽力考試真題及解析
• 3、2023年9月28日雅思閱讀考試真題及答案

2023年10月19日雅思閱讀考試真題及答案

您好，我是專注留學考試規(guī)劃和留學咨詢的小鐘老師。在追尋留學夢想的路上，選擇合適的學校和專業(yè)，準備相關考試，都可能讓人感到迷茫和困擾。作為一名有經驗的留學顧問，我在此為您提供全方位的專業(yè)咨詢和指導。歡迎隨時提問！
上周末完成的雅思考試，相信大家都對真題和答案很感興趣，那么今天就來和小鐘老師一起來看看2023年10月19日雅思閱讀考試真題及答案。
Section1
青春期能力發(fā)展（重復19年4月13日第一篇文章，考試文章和部分題目稍有改動，真題僅供參考）
Section2
蜜蜂對于生態(tài)的重要性
Section3
可以參考：歷史教學新方法 New Ways of Teaching History
New Ways of Teaching History
In a technology and media-driven world， it＇s becoming increasinglydifficult to get our students’attentions andkeep them absorbed in classroom discussions. This generation， in particular，has brought a unique set of challenges to the educational table. Whereas youthare easily enraptured by high-definition television， computers， iPods， videogames and cell phones， they are less than enthralled by what to them areobsolete textbooks and boring classroom lectures. The question of how to teachhistory in a digital age is often contentious. On the one side， the old guardthinks the professional standards history is in mortal danger fromflash-in-the-pan challenges by the distal that are all show and no the other Side， the self-styled“disruptors”offer over-blown rhetoric about how digital technology has changedeverything while the moribund profession obstructs all progress in the name ofoutdated ideals. At least， that＇s a parody （maybe not much of one） of how thedebate proceeds. Both supporters and opponents of the digital share moredisciplinary common ground than either admits.
When provided with merely a textbook as a supplemental learning tool， testresults have revealed that most students fail to pinpoint the significance ofhistorical events and individuals. Fewer still are able to cite andsubstantiate primary historical sources. What does this say about the way oureducators are presenting information？ The quotation comes from a report of a1917 test of 668 Texas students. Less than 10 percent of school-age childrenattended high school in 1917； today， enrollments are nearly universal. Thewhole world has turned on its head during the last century but one thing hasstayed the same： Young people remain woefully ignorant about history reflectedfrom their history tests. Guess what？ Historians are ignorant too， especiallywhen we equate historical knowledge with the ＂Jeopardy＂ Daily a test， those specializing in American history did just fine. But those withspecialties in medieval， European and African history failed miserably whenconfronted by items about Fort Ticonderoga， the Olive Branch Petition， or theQuebec Act—all taken from a typical textbook. According to thetesters， the results from the recent National Asses*ent in History， likescores from earlier tests， show that young people are ＂aby*allyignorant＂ of their own history. Invoking the tragedy of last September，historian Diane Ravitch hitched her worries about our future to the idea thatour nation＇s strength is endangered by youth who do poorly on such tests. Butif she were correct， we could have gone down the tubes in 1917！
There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which technologies are most suitable for the range of topicscovered in junior high and high school history classrooms. Fortunately，technology has provided us with opportunities to present our Civil War lessonplans or our American Revolution lesson plans in a variety of new ways.
Teachers can easily target and engage the learners of this generation byeffectively combining the study of history with innovative multimedia- PowerPointand presentations in particular can expand the scope of traditional classroomdiscussion by helping teachers to explain abstract concepts while accommodatingstudents* unique learning styles. PowerPoint study units that have beenpre-made for history classrooms include all manner of photos， prints， maps，audio clips， video clips and primary sources which help to make learninginteractive and stimulating. Presenting lessons in these enticing formats helpstechnology-driven students retain the historical information they＇ll need toknow for standard exams.
Whether you are covering Revolutionary War lesson plans or World War IIlesson plans， PowerPoint study units are available in formats to suit the needsof your classroom. Multimedia teaching instruments like PowerPoint software aregetting positive results the world over， framing conventional lectures withcaptivating written， auditory and visual content that helps students recallnames， dates and causal relationships within a historical context.
History continues to show us that new times bring new realities. Educationis no exception to the rule. The question is not whether to bring technologyinto the educational environment. Rather， the question is which technologiesare suitable for U.S. and world history subjects， from Civil War lesson plansto World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lessonplans， PowerPoint presentations are available in pre-packaged formats to suityour classroom＇s needs.
Meanwhile， some academic historians hold a different view on the use oftechnology in teaching history. One reason they hold is that not all facts canbe recorded by film or videos and literature is relatively feasible in thiscase her challenge they have to be faced with is the painful process tolearn new technology like the making of PowerPoint and the editing of audio andvideo clips which is also reasonable especially to some elderly historians.
Question
Reading this passage has eight paragraphs， A- G
Choosing the correct heading for paragraphs A- G from the list of headingbelow
Write the appropriate number， i- x， in boxes 28-34 on your answer sheet
List of Headings
i unavoidable changing facts to be considered when picking up technologymeans
ii A debatable place where the new technologies stand in for historyteaching
iii Hard to attract students in traditional ways of teaching history
iv Display of the use of emerging multimedia as leaching tools
v Both students and professionals as candidates did not produce decentresults
vi A good concrete example illustrated to show how multimedia animates thehistory class
vii The comparisons of the new technologies applied in history class
viii Enormous breakthroughs in new technologies
ix Resistance of using new technologies from certain historian
x Decisions needed on which technique to be used for history teachinginstead of improvement in the textbooks
28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph D
32 Paragraph E
33 Paragraph F
34 Paragraph G
Question 35-37
Do the following statements agree with the information given in ReadingPassage？
In boxes 35-37 on your answer sheet， write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
35 Modem people are belter at memorizing historical information comparedwith their ancestors.
36 New technologies applied in history- teaching are more vivid forstudents to memorize the details of historical events.
37 Conventional ways like literature arc gradually out of fashion as timegoes by.
Question 38-40
Complete the following summary of the paragraphs of Reading Passage， usingmore than three words from the Reading Passage for each answer.
Write your answers in boxes 38-40 on your answer sheet.
Contemporary students can be aimed at without many difficulties byintegrating studying history with novel. ..38.... Conventional classroomdiscussion is specially extended by two ways to assist the teachers tointerpret ...39... and at the same time retain students＇ distinct learningmodes. PowerPoint study units prepared beforehand comprising a wide variety ofelements make ...40.... learning feasible. Combined classes like this can alsobe helpful in taking required tests.

希望以上的答復能對您的留學申請有所幫助。如果您有任何更詳細的問題或需要進一步的協(xié)助，我強烈推薦您訪問我們的留學官方網站 ，在那里您可以找到更多專業(yè)的留學考試規(guī)劃和留學資料以及*的咨詢服務。祝您留學申請順利！

2023年8月10日雅思聽力考試真題及解析

您好，我是專注留學考試規(guī)劃和留學咨詢的小鐘老師。在追尋留學夢想的路上，選擇合適的學校和專業(yè)，準備相關考試，都可能讓人感到迷茫和困擾。作為一名有經驗的留學顧問，我在此為您提供全方位的專業(yè)咨詢和指導。歡迎隨時提問！
上周六完成了最新一期的雅思考試，那么大家對自己的考試分數(shù)有沒有信心呢？和小鐘老師來一起看看2023年8月10日雅思聽力考試真題及解析。
一、考題解析
場景話題：
S1 音樂課程報名/ S2 新員工培訓/ S3 市場營銷論文/ S4 非洲企鵝生活習性
題型設置：
S1填空（新題）/ S2單選+多選（新題） / S3單選+多選（新題）/ S4 填空（舊題）
二、名師點評
次考試場景為三新一舊，選擇與填空題比例為20：20，難度中等。
具體答案如下：（僅供參考）
s1： neer； 2. July 18； 3. magazine； 4. Q1632； 5. way； 6. blues； 7. photographs； 8. fish； 9. parking；
s2：暫缺，待補充
s3：21. A； 22. C； 23.B； 24.A； 25.B； 26.C； 27.28. A，D （任意順序）； 29.30. B，E（任意順序）
s4： 31. temperature； 32. movements； 33. bones； 34. holes； 35. roots； 36. sharks； 37. chicks； 38. feathers； 39. space； 40. diversity
點評：本場考試題型填選比例1：1，難得看到一場因“簡單”上熱搜的雅思考試。大家普遍還是認為S1、S4的難度比S2、S3難度要低，S4在去年1月考過，是一道舊題。語速較快。場景為三新一舊，其中section1依然是單詞拼寫的考查，engineer， photographs，magazine這樣的詞匯都屬于聽力高頻詞匯，月份六月是June， 七月是July要區(qū)分開來。Section1基本考查的都是很生活化的詞匯，可以根據(jù)單詞的發(fā)音記憶單詞的拼寫，包括月份的拼寫也是可以根據(jù)發(fā)音去記憶。在Section2 和Section3 單選題部分一定要留意題干中的關鍵詞和錄音中的轉折信號詞以及讓步信號詞，這些都是篩選和判斷干擾選項的依據(jù)。section4的場景依然是動物生活習性的場景，要注意積累一些相關場景詞匯，留意temperature， feathers， diversity的單詞拼寫。動植物講座可謂是雅思考試一大熱門話題。很多時候，認真刷題的同學也會發(fā)現(xiàn)，聽力材料中出現(xiàn)的高頻詞幾乎是個循環(huán)，某一套真題中出現(xiàn)過的詞還會在之后的套題中出現(xiàn)，一定要多注意積累多次出現(xiàn)的場景詞匯和詞組。
參考劍橋練習：劍12 Test 2 Section1劍11 Test 3 Section2劍13 Test 2 Section 3劍13 Test 3 Section 4等
備注：在接下來的備考中，除了填空題和單選題的訓練，大家還可以關注一下地圖題，有可能在8月接下來的考試中再次出現(xiàn)。不少同學的問題是覺得雅思聽力的語速較快，平時課后的訓練可以花一小時進行精聽以及跟讀，也就是聽到原文錄音然后一句句寫下來。在對聽力材料逐漸熟悉之后，可以逐漸調至1.25倍速播放，精聽對于加強句子的理解有很大的幫助，有助于培養(yǎng)自己對關鍵詞的把握能力。跟讀材料，可以培養(yǎng)自己對于單詞正確發(fā)音的辨音。

希望以上的答復能對您的留學申請有所幫助。如果您有任何更詳細的問題或需要進一步的協(xié)助，我強烈推薦您訪問我們的留學官方網站 ，在那里您可以找到更多專業(yè)的留學考試規(guī)劃和留學資料以及*的咨詢服務。祝您留學申請順利！

2023年9月28日雅思閱讀考試真題及答案

您好，我是專注留學考試規(guī)劃和留學咨詢的小鐘老師。在追尋留學夢想的路上，選擇合適的學校和專業(yè)，準備相關考試，都可能讓人感到迷茫和困擾。作為一名有經驗的留學顧問，我在此為您提供全方位的專業(yè)咨詢和指導。歡迎隨時提問！
昨天剛剛結束了最新一期的雅思考試，大家有沒有被難倒呢？接下來就跟著小鐘老師來看一看2023年9月28日雅思閱讀考試真題及答案。
Passage1： 希臘硬幣Greek coinage
參考答案：
1. 希臘coin早在3000年就出現(xiàn)了=F
2. T
3. Sparta地區(qū)侵略Athens并強制Athens用他們的貨幣=F
4. Great coins在整個歐洲流傳=F
5. Persian 入侵了Lydia并且使用人家的硬幣=T
6. 用硬幣上的頭像來獎勵做出杰出貢獻的人=NG
7. mint
8. stamps
9. anvil
10. reserve dies
11. 希臘硬幣的重量至少=0.15g
12. 硬幣的圖案=the king的頭像
13. 希臘被波斯征服之前的花紋是lion and doil
14. coin 在雅典被稱為 owl
Passage2： 悉尼交通標識Street markers in Sydney
Passage3： Musical Maladies
參考答案：
A. Music and the brain are both endlessly fascinating subjects， and as a neuroscientist specializing in auditory learning and memory， I find them especially intriguing. So I had high expectations of Musicophilia， the latest offering from neurologist and prolific author Oliver Sacks. And I confess to feeling a little guilty reporting that my reactions to the book are mixed.
B. Sacks himself is the best part of Musicophilia. He richly documents his own life in the book and reveals highly personal experiences. The photograph of him>C. The preface gives a good idea of what the book will deliver. In it Sacks explains that he wants to convey the insights gleaned from the enormous and rapidly growing body of work>complex and often bizarre disorders to which these are prone.＂ He also stresses the importance of the simple art of observation＂ and the richness of the human context. He wants to combine observation and description with the latest in technology，” he says， and to imaginatively enter into the experience of his patients and subjects. The reader can see that Sacks， who has been practicing neurology for 40 years， is torn between the old-fashioned path of observation and the new-fangled， high-tech approach： He knows that he needs to take heed of the latter， but his heart lies with the former.
D. The book consists mainly of detailed descriptions of cases， most of them involving patients whom Sacks has seen in his practice. Brief discussions of contemporary neuroscientific reports are sprinkled liberally throughout the text. Part I， Haunted by Music，＂ begins with the strange case of Tony Cicoria， a nonmusical， middle-aged surgeon who was consumed by a love of music after being hit by lightning. He suddenly began to crave listening to piano music， which he had never cared for in the past. He started to play the piano and then to compose music， which arose spontaneously in his mind in a torrent of notes. How could this happen？ Was I the cause psychological？ （He had had a near-death experience when the lightning struck him.） Or was it the direct result of a change in the auditory regions of his cerebral cortex？ Electro-encephalography （EEG） showed his brain waves to be normal in the mid-1990s， just after his trauma and subsequent conversion to music. There are now more sensitive tests， but Cicoria has declined to undergo them； he does not want to delve into the causes of his musicality. What a shame！
E. Part II， “A Range of Musicality，” covers a wider variety of topics，but unfortunately， some of the chapters offer little or nothing that is new. For example， chapter 13， which is five pages long， merely notes that the blind often have better hearing than the sighted. The most interesting chapters are those that present the strangest cases. Chapter 8 is about “ amusia， ” an inability to hear sounds as music， and “dysharmonia，”a highly specific impairment of the ability to hear harmony， with the ability to understand melody left intact. Such specific dissociations are found throughout the cases Sacks recounts.
F. To Sacks＇s credit， part III， ＂Memory， Movement and Music，＂ brings us into the underappreciated realm of music therapy. Chapter 16 explains how ＂melodic intonation therapy＂ is being used to help expressive aphasic patients （those unable to express their thoughts verbally following a stroke or other cerebral incident）>G. To readers who are unfamiliar with neuroscience and music behavior， Musicophilia may be something of a revelation. But the book will not satisfy those seeking the causes and implications of the phenomena Sacks describes. For>appears to be more at ease discussing patients than discussing experiments. And he tends to be rather uncritical in accepting scientific findings and theories.
H. It＇s true that the causes of music-brain oddities remain poorly understood. However， Sacks could have done more to draw out some of the implications of the careful observations that he and other neurologists have made and of the treatments that have been successful. For example， he might have noted that the many specific dissociations among components of music comprehension， such as loss of the ability to perceive harmony but not melody， indicate that there is no music center in the brain. Because many people who read the book are likely to believe in the brain localization of all mental functions， this was a missed educational opportunity.
I. Another conclusion>patient. Treatments mentioned seem to be almost exclusively antiepileptic medications， which ＂damp down＂ the excitability of the brain in general； their effectiveness varies widely.
J. Finally， in many of the cases described here the patient with music-brain symptoms is reported to have ＂normal＂ EEG results. Although Sacks recognizes the existence of new technologies， among them far more sensitive ways to *yze brain waves than the standard neurological EEG test， he does not call for their use. In fact， although he exhibits the greatest compassion for patients， he conveys no sense of urgency about the pursuit of new avenues in the diagnosis and treatment of music-brain disorders. This absence echoes the book＇s preface， in which Sacks expresses fear that the simple art of observation may be lost＂ if we rely too much on new technologies. He does call for both approaches， though， and we can only hope that the neurological community will respond.
27-30：B C A A
31-36：YES NG NO NG YES NO
37-40：F B A D

希望以上的答復能對您的留學申請有所幫助。如果您有任何更詳細的問題或需要進一步的協(xié)助，我強烈推薦您訪問我們的留學官方網站 ，在那里您可以找到更多專業(yè)的留學考試規(guī)劃和留學資料以及*的咨詢服務。祝您留學申請順利！

以上就是大學路小編給大家?guī)淼难潘紕?1test3閱讀答案 2023年9月28日雅思閱讀考試真題及答案全部內容，希望對大家有所幫助！