镇江朗阁1月7日雅思考试阅读回顾

摘要：　　镇江朗阁1月7日雅思考试阅读回顾　　2017年1月7日雅思考试是雅思2017年首考，很多人对首考都是比较害怕的，下面镇江朗阁给大家详细介绍...

　　镇江朗阁1月7日雅思考试阅读回顾

　　2017年1月7日雅思考试是雅思2017年首考，很多人对首考都是比较害怕的，下面镇江朗阁给大家详细介绍一下1月7日雅思考试阅读回顾吧!

　　P1 塑料的新发展

　　P2 The culture of Chimpanzee

　　P3 Technology in helping learning history

　　镇江朗阁教师点评

　　1.整体分析：本次阅读整体难度适中，第二篇为旧文，其余两篇在真题中都有类似文章出现。整体来说，前两篇文章较简单，第三篇较难。题型以判断和填空为主，比较常规。

　　2. 考察题型：本次考试考察题型以判断和填空为主，三篇文章均考察了判断题及填空题，其中判断题一共14题，填空题一共18题，其中包括6题选词填空。配对题及选择题各4题，分别是段落信息配对和单选，题量较少。题型较为常规，考生压力较小。

         镇江朗阁

　　3. 文章分析：本场考试篇文章为塑料的新发展，是一篇科技研究类的文章，难度不高，剑桥系列可参考C5T2P1;第二篇文章为黑猩猩研究，是一篇动物学的文章，旧文，考察了段落信息题，略耗时。第三篇文章为新技术对教学的作用，是一篇科技与教育结合的文章，文章理解不难，题目有难度，考生需要耗费一定时间。

　　4. 部分题目及参考答案：

　　Passage 1：塑料的新发展

　　题型：判断题(5)+填空题(8)

　　参考文章：

　　文章主要研究了塑料的新发展，一些缺点导致有些塑料慢慢被替代，出现了各种替代品。文章还介绍了各种塑料替代品的优缺点。

　　部分答案：

　　判断题

　　1.TRUE 2. FALSE 3. FALSE 4. TRUE 5. NOT GIVEN

　　填空题

　　6. Water

　　7. Skeleton

　　8. Bubbles

　　9. Dryer

　　10. Poles

　　11. Polmysere

　　12. Decomposition

　　Passage 2：The culture of Chimpanzee

　　题型：段落信息配对(4)+判断(5)+简答(4)

　　参考文章：

　　A

　　The similarities between chimpanzees and humans have been studied for years, but in the past decade researchers have determined that these resemblances run much deeper than anyone first thought. For instance, the nut cracking observed in the Tai Forest is far from a simple chimpanzee behavior; rather it is a singular adaptation found only in that particular part of Africa and a trait that biologists consider to be an expression of chimpanzee culture. Scientists frequently use the term “culture” to describe elementary animal behaviors such as the regional dialects of different populations of songbirds-but as it turns out, the rich and varied cultural traditions found among chimpanzees are second in complexity only to human traditions.

　　B

　　During the past two years, an unprecedented scientific collaboration, involving every major research group studying chimpanzees, has documented a multitude of distinct cultural patterns extending across Africa, in actions ranging from the animals’ use of tools to their forms of communication and social customs. This emerging picture of chimpanzees not only affects how we think of these amazing creatures but also alters human beings’ conception of our own uniqueness and hints at ancient foundations for extraordinary capacity for culture.

　　C

　　Homo sapiens and Pan troglodytes have coexisted for hundreds of millennia and share more than 98 percent of their genetic material, yet only 40 years ago we still knew next to nothing about chimpanzee behavior in the wild. That began to change in the 1960s, when Toshisada Nishida of Kyoto University in Japan and Tane Goodall began their studies of wild chimpanzees at two field sites in Tanzania. (Goodall’s research station at Gombe - the first of its kindis more famous. but Nishida’s site at Mahale is the second oldest chimpanzee research site in the world.)

　　D

　　In these initial studies, as the chimpanzees became accustomed to close observation, the remarkable discoveries began. Researchers witnessed a range of unexpected behaviors, including fashioning and using tools, hunting,

　　meat eating, food sharing and lethal fights between members of neighboring communities. In the years that followed, other primatologists set up camp elsewhere, and, despite all the financial, political and logistical problems that can beset African fieldwork, several of these out- posts became truly long-term projects. As a result, we live in an unprecedented time, when an intimate and comprehensive scientific record of chimpanzees’ lives at last exists not just for one but for several communities spread across Africa.

　　E

　　As early as 1973, Goodall recorded 13 forms of tool use as well as eight social activities that appeared to differ between the Gombe chimpanzees and chimpanzee populations elsewhere. She ventured that some variations had what she termed a cultural origin. But what exactly did Goodall mean by “culture”? According to the Oxford Encyclopedic English Dictionary, culture is defined as “the customs … and achievements of a particular time or people.” The diversity of human cultures extends from technological variations to marriage rituals, from culinary habits to myths and legends. Animals do not have myths and legends, of course. But they do have the capacity to pass on behavioral traits from generation to generation, not through their genes but by learning. For biologists, this is the fundamental criterion for a cultural trait: it must be something that can be learned by observing the established skills of others and thus passed on to future generations.

　　F

　　What of the implications for chimpanzees themselves? We must highlight the tragic loss of chimpanzees, whose populations are being decimated just when we are at last coming to appreciate these astonishing animals more completely. Populations have plummeted in the past century and continue to fall as a result of illegal trapping, logging and, most recently, the bush meat trade. The latter is particularly alarming: logging has driven roadways into the forests that are now used to ship wild animal meat, including chimpanzee meat, to consumers as far afield as Europe. Such destruction threatens not only the animals themselves but also a host of fascinatingly different ape cultures.

　　G

　　Perhaps the cultural richness of the ape may yet help in its salvation, however. Some conservation efforts have already altered the attitudes of some local people. A few organizations have begun to show videotapes illustrating the cognitive prowess of chimpanzees. One Zairian viewer was heard to exclaim, “Ah, this ape is so like me, I can no longer eat him.”

　　H

　　How an international team of chimpanzee experts conducted the most comprehensive survey of the animals ever attempted. Scientists have been investigating chimpanzee culture for several decades, but too often their studies contained a crucial flaw. Most attempts to document cultural diversity among chimpanzees have relied solely on officially published accounts of the behaviors recorded at each research site. But this approach probably overlooks a good deal of cultural variation for three reasons.

　　I

　　First, scientists typically don’t publish an extensive list of all the activities they don’t see at a particular location. Yet this is exactly what we need to know-which behaviors were and were not observed at each site. Second, many reports describe chimpanzee behaviors without saying how common they are; without this information, we can’t determine whether a particular action was a once-in-a-lifetime aberration or a routine event that should be considered part of the animals’ culture. Finally, researchers’ descriptions of potentially significant chimpanzee behaviors frequently lack sufficient details, making it difficult for scientists to work at other spots to record the presence or absence of the activities.

　　J

　　To remedy these problems, the two of us decided to take a new approach. We asked field researchers at each site for a list of all the behaviors they suspected were local traditions. With this information in hand, we pulled together a comprehensive list of 65 candidates for cultural behaviors.

　　K

　　Then we distributed our list to the team leaders at each site. In consultation with their colleagues, they classified each behavior in terms of its occurrence or absence in the chimpanzee community studied. The key categories were customary behavior (occurs in most or all of the able-bodied members of at least one age or sex class, such as all adult males), habitual (less common than customary but occurs repeatedly in several individuals), present (seen at the site but not habitual), absent (never seen), and unknown.

　　L

　　The extensive survey turned up no fewer than 39 chimpanzee patterns of behavior that should be labeled as cultural variations, including numerous forms of tool use, grooming techniques and courtship gambits, several of which are illustrated throughout this article. This cultural richness is far in excess of anything known for any other species of animal. Today’s lesson includes a demonstration of how to crack open a coula nut. A mother chimpanzee in the Tai Forest of Ivory Coast uses a stone hammer to cleave a nut while a youngster watches. Not all chimpanzees in this area have developed this behavior. On the eastern bank of the Sassandra-N’Zo River, chimpanzees do not crack nuts even though members of the same species on the other side of the river, just a few miles away, do. All the required raw materials are available on both sides, and the nuts could be cracked using the technique habitual at Tai. The river serves as a literal cultural barrier.

　　部分答案：

　　段落信息配对题：

　　14.D

　　15.B

　　16.G

　　17.F

　　判断题：

　　18. TRUE

　　19. FALSE

　　20. FALSE

　　21. NOT GIVEN

　　22. TRUE

　　简答题：

　　23. Tanzania

　　24. 1990s

　　25. Present

　　Passage 3：Technology in helping learning history

　　题型：单选题(4)+判断题(3)+Summary选词(6)

　　参考文章：

　　文章主要讲述了现代科技对于教学和科技研究的改变和变化。文章首先介绍了背景及先进科技在学术场景中的运用，然后举例说明科技运用的优缺点，后讲了科技运用带来的问题及未来的发展趋势。

　　New Ways of Teaching History

　　In a technology and media-driven world, it's becoming increasingly difficult to get our students’ attentions and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, iPods, video games and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the distal that are all show and no substance. On the other Side, the self-styled “disruptors” offer over-blown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that's a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.

　　When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this say about the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the "Jeopardy" Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act — all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are "abysmally ignorant" of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation's strength is endangered by youth who do poorly on such tests. But if 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't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.

　　Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia- PowerPoint and presentations in particular can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students* unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they'll need to know for standard exams.

　　Whether you are covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments like PowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.

　　History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom's needs.

　　Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case. Another challenge they have to be faced with is the painful process to learn new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.

　　部分答案：

　　单选题?

　　27.A 28.C 29.B 30.B

　　判断题

　　31.YES 32.NO 33.NOT GIVEN 34.YES

　　Summary选词

　　35. D transformation

　　36. G cautious

　　37. E ownership

　　38. A confident

　　39. J guidelines

　　40. K contributions

　　镇江朗阁老师考试预测

　　1. 判断题和填空题的出现频率较高，考生要加强练习，做到常规题型不失分。同时要注意小题型，如图表类填空。

　　2. 新年场考试配对题的出现频率不高，但仍然有考生比较头疼的段落信息配对题，因此要多加留心。加强练习，总结各类配对题的题型特点及做题策略，控制做题时间。

　　3. 本次考试的文章及题型都比较常规，近期备考的考生可适当翻阅2012年、2013年阅读机经。

　　4. 1月备考的学生多留意科技类、动物类、文化类的文章。