2024年1月27日中国大陆雅思A类G类纸质真题回忆+答案汇总（...
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2024年1月27日中国大陆雅思A类G类纸质真题回忆+答案汇总（听说读写答案+机经整理汇总）回忆1：听力P1：失物登记题型：填空1.Maine2.23rd,March3.42A4.rack5.2handles6.longstrap/nylon7.cream8.jeans9.CDs10.345
P2：国际周活动概况题型：选择+匹配11-16 选择11.BAugust12.Alocal newspaper suggests change and publishes it13.Bradio station14.Asubmit a good proposal15.C inthe community centre's parking lot16.Boffer furniture equipment17-20 匹配17.Mexico---BDance18.SouthAfrica---C Costumes19.Indonesia---DCookery20.Canada---EWood carving P3：学术讨论题型：选择关键词：university, library
P4：藏红花saffron题型：填空31.14,00032.drying33.powder34.rice35.eyes36.light37.clothes38.cosmetics39.perfume40.carpets回忆2：阅读Passage1：农业与城市
Passage 2：多任务并行（与脑部神经功能有关）MultitaskingDebate--Can you do them at the same time?原文： A. Talkingon the phone while driving isn't the only situation where we're worse atmultitasking than we might like to think we are. New studies have identified abottleneck in our brains that some say means we are fundamentally incapable oftrue multitasking. If experimental findings reflect real-world performance,people who think they are multitasking, are probably just under performing inall- or at best, all but one - of their parall pursuits. Practice might improveyour performance, but you will never be as good as when focusing on one task ata time. B. Theproblem, according to Rene Marois, a psychologist at Vanderbilt University inNashville, Tennessee, is that there's a sticking point in the brain. Todemonstrate this, Marois devised an experiment to locate it Volunteers watch ascreen and when a particular image appears, a red circle, say, they have topress a key with their index finger. Different coloured circles require pressesfrom different fingers. Typical response time is about half a second, and thevolunteers quickly reached their peak performance. Then they learn to listen todifferent recordings and respond by making a specific sound. For instance, whenthey hear a bird chirp, they have to say "ba"; an electronic soundshould elicit a "ko", and so on. Again，no problem. A normal person cando that in about half a second, with almost no effort. C. Thetrouble comes when Marois shows the volunteers an image, and then almostimmediately plays them a sound. Now they'e flummoxed." If you show an imageand play a sound at the same time, one task is postponed," he says. Infact, if the second task is introduced within the half. second or so it takesto process and react to the first, it will simply be delayed until the firstone is done. The largest dual task delays occur when the two tasks arepresented simultaneously; delays progressively shorten as the interval betweenpresenting the tasks lengthens. D. Thereare at least three points where we seem to get stuck, says Marois. The first isin simply identifying what we're looking at. This can take a few tenths of asecond, during which time we are not able to see andrecognize the second item. This limitation is known as the "attentionalblink*: experiments have shown that if you're watching out for a particularevent and a second one shows up unexpectedly any time within this crucialwindow of concentration, it may register in your visual cortex but you will beunable to act upon it. Interestingly, if you don't expect the first event, youhave no trouble responding to the second. What exactly causes the attentionalblink is still a matter for debate. E. A secondlimitation is in our short-term visual memory. It's estimated that we can keeptrack of about four items at a time, fewer if they are complex. This capacityshortage is thought to explain, in part, our astonishing inability to detecteven huge changes in scenes that are otherwise identical, so-called"change blindness". Show people pairs of near-identical photos - say,aircraft engines in one picture have disappeared in the other - and they willfail to spot the differences. Here again, though, there is disagreement aboutwhat the essential limiting factor really is. Does it come down to a dearth ofstorage capacity, or is it about how much attention a viewer is paying? F. A thirdlimitation is that choosing a response to a stimulus - braking when you see achild in the road, for instance, or replying when your mother tells you overthe phone that she' s thinking of leaving your dad - also takes brainpower.Selecting a response to one of these things will delay by some tenths of asecond your ability to respond to the other. This is called the "responseselection bottleneck theory, first proposed in 1952. G. ButDavid Meyer, a psychologist at the University of Michigan, Ann Arbor, don't buythe bottleneck idea. He thinks dual-task interference is just evidence of astrategy used by the brain to prioritise multiple activities. Meyer is known assomething of an optimist by his peers. He has written papers with titles like"Virtually perfect time- sharing in dual-task performance: Uncorking thecentral cognitive bottleneck. His experiments have shown that with enoughpractice - at least 2000 tries - some people can execute two tasks simultaneouslyas competently as if they were doing them one after the other. He suggests thatthere is a central cognitive processor that coordinates all this and, what'smore, he thinks it uses discretion sometimes it chooses to delay one task whilecompleting another. H. Maroisagrees that practice can sometimes erase interference effects. He has foundthat with just 1 hour of practice each day for two weeks, volunteers show ahuge improvement at managing both his tasks at once. Where he disagrees withMeyer is in what the brain is doing to achieve this. Marois speculates thatpractice might give us the chance to find less congested circuits to execute atask - rather like finding trusty back streets to avoid heavy traffic on mainroads - effectively making our response to the task subconscious. After all,there are plenty of examples of subconscious multitasking that most of usroutinely manage: walking and talking, eating and reading, watching TV andfolding the laundry. I. Itprobably comes as no surprise that, generally speaking, we get worse atmultitasking as we age. According to Art Kramer at the University of llinois atUrbana- Champaign, who studies how ageing affects our cognitive abilities, wespeak in our 20s. Though the decline precipitous. In one study, he and hiscolleagues had both young and old participants do a simulated driving taskwhile carrying on a conversation. He found that while young drivers tended tomiss background changes, older drivers failed to notice things that were highly
14-18为匹配题 14. A theory explained delay happens whenselecting one reaction F 15. Different age group responds toimportant things differently I 16. Conflicts happened when visual and audioelement emerge simultaneously C 17. An experiment designed to demonstratesthe critical part of the brain for multitasking B 18. A viewpoint favours the optimistic sideof multitasking performance G
19-21为选择题 19. Which one is correct about theexperiment conducted by Rene Marois? A participants performed poorly on thelistening task solely B. volunteers press a different key ondifferent colour C. participants need to use differentfingers on the different coloured object D. they did a better job on Mixed image andsound information 20. Which statement is correct about thefirst limitation of Marois's experiment? A. attentional blink" takes about tenseconds B. lag occurs if we concentrate on oneobject while the second one appears C. we always have trouble in reaching thesecond one D. the first limitation can be avoided bycertain measure 21. Which one is NOT correct about Meyer'sexperiments and statements? A. just after failure in several attemptscan people execute dual-task B. Practice can overcome dual-taskinterference C. Meyer holds a diferent opinion onMarois's theory D. an existing processor decides whether todelay another task or not
22-26为判断题 22. The longer gap between the twopresenting tasks means a shorter delay toward the second one.YES 23. Incapable human memory cause people tosometimes miss the differences when presented with two similar images. YES 24. Marois has a different opinion on theclaim that training removes the bottleneck effect. NO 25. Art Kramer proved there is a correlationbetween multitasking performance and genders. NOT GIVEN 26. The author doesn't believe that theeffect of practice could bring any variation NO
Passage 3：中世纪英国小孩玩耍TheConcept of Childhood in Western Countries原文：Thehistory of childhood has been a heated topic in social history since the highlyinfluen-tial book ‘Centuries of Childhood’, written by French historianPhilippe Aries, emerged in 1960. He claimed that ‘childhood’ is a conceptcreated by modern society.AWhetherchildhood is itself a recent invention has been one of the most intenselydebated issues in the history of childhood. Historian Philippe Aries assertedthat children were regarded as miniature adults, with all the intellect andpersonality that this implies, in Western Europe during the Middle Ages (up toabout the end of the 15th century). After scrutinising medieval pictures anddiaries, he concluded that there was no distinction between children and adultsfor they shared similar leisure activities and work. However, this does notmean children were neglected, forsaken or despised, he argued. The idea ofchildhood corresponds to awareness about the peculiar nature of childhood,which distin-guishes the child from adult, even the young adult. Therefore, theconcept of childhood is not to be confused with affection for children.BTraditionally,children played a functional role in contributing to the family income in thehistory. Under this circumstance, children were considered to be useful. Back inthe Middle Ages, children of 5 or 6 years old did necessary chores for theirparents. During the 16th century, children of 9 or 10 years old were oftenencouraged or even forced to leave their family to work as servants forwealthier families or apprentices for a trade.CIn the18th and 19th centuries, industrialisation created a new demand for childlabour; thus many children were forced to work for a long time in mines,workshops and factories. The issue of whether long hours of labouring wouldinterfere with children’s growing bodies began to perplex social reformers.Some of them started to realise the potential of system-atic studies to monitorhow far these early deprivations might be influencing children’s development.DTheconcerns of reformers gradually had some impact upon the working condition ofchil-dren. For example, in Britain, the Factory Act of 1833 signified theemergence of legal protection of children from exploitation and was alsoassociated with the rise of schools for factory children. Due partly to factoryreform, the worst forms of child exploitation were eliminated gradually. Theinfluence of trade unions and economic changes also contributed to theevolution by leaving some forms of child labour redundant during the 19th century.Initiating children into work as ‘useful’ children was no longer a priority,and childhood was deemed to be a time for play and education for all childreninstead of a privileged minority. Childhood was increasingly understood as amore extended phase of dependency, devel-opment and learning with the delay ofthe age for starting full-time work. Even so, work continued to play asignificant, if less essential, role in children’s lives in the later 19th and20th centuries. Finally, the ‘useful child’ has become a controversial conceptduring the first decade of the 21st century, especially in the context ofglobal concern about large numbers of children engaged in child labour.EThehalf-time schools established upon the Factory Act of 1833 allowed children towork and attend school. However, a significant proportion of children neverattended school in the 1840s, and even if they did, they dropped out by the ageof 10 or 11. By the end of the 19th century in Britain, the situation changeddramatically, and schools became the core to the concept of a ‘normal’childhood.FIt is nolonger a privilege for children to attend school and all children are expectedto spend a significant part of their day in a classroom. Once in school,children’s lives could be separated from domestic life and the adult world ofwork. In this way, school turns into an institution dedicated to shaping theminds, behaviour and morals of the young. Besides, education dominated themanagement of children’s waking hours through the hours spent in the classroom,homework (the growth of ‘after school’ activities), and the importance attachedto parental involvement.GIndustrialisation,urbanisation and mass schooling pose new challenges for those who areresponsible for protecting children’s welfare, as well as promoting theirlearning. An increasing number of children are being treated as a group withunique needs, and are organised into groups in the light of their age. Forinstance, teachers need to know some information about what to expect ofchildren in their classrooms, what kinds of instruction are appropriate fordifferent age groups, and what is the best way to assess children’s prog-ress.Also, they want tools enabling them to sort and select children according totheir abili-ties and potential.
Questions1 - 7Do thefollowing statements agree with the information given in Reading Passage 1?In boxes1-7 on your answer sheet, writeTRUE ifthe statement agrees with the informationFALSE ifthe statement contradicts the informationNOTGIVEN if there is no information on this 1.Ariespointed out that children did certain kinds of work different from adultsduring the Middle Ages.TRUEFALSENOTGIVEN2.Workingchildren during the Middle Ages were generally unloved.3.Somescientists thought that overwork might damage the health of young children.4.Therise of trade unions majorly contributed to the protection of children fromexploitation in the 19th century.5.By theaid of half-time schools, most children went to school in the mid-19th century.6.In the20th century, almost all children needed to go to school with a full-timeschedule.7.Nowadays,children’s needs are much differentiated and categorised based on how old they are.
Questions8 - 13Answerthe questions below.Choose NOMORE THAN THREE WORDS from the passage for each answer.Writeyour answers in boxes 8-13 on your answer sheet. 8 Whathas not become a hot topic until the French historian Philippe Aries’ bookcaused great attention?9 Whatimage did Aries believe children are supposed to be like in Western Europeduring the Middle Ages?10 Whathistorical event generated the need for a large number of children to work fora long time in the 18th and 19th centuries?11 Whatbill was enacted to protect children from exploitation in Britain in the 1800s?12 Whatactivities were more and more regarded as preferable to almost all chil-dren inthe 19th century?13 Inwhat place did children spend the majority of time during their day in school? 回忆3：小作文：表格2002年5个国家（美国，德国，意大利，日本，法国）的健康方面的花费占GDP的比重。
大作文：Some people think a job not only providesincome but also a social life. Others think it is better to develop asocial life with people you do not work with. Discuss both views and give youropinion.回忆4：小作文：表格2002年5个国家（美国，德国，意大利，日本，法国）的健康方面的花费占GDP的比重。
大作文：Somepeople think a job not only provides income but also a social life. Othersthink it is better to develop a social life with people you do not work with.Discuss both views and give your opinion.
建议思路：是否与工作有关的人建立社交取决于个人，珍惜每一份社交机会。而且无论与谁社交，都应该保持与生活的平衡。
工作不仅提供收入，还提供社交生活：1. 工作场所时人们日常生活中的重要社交场所。同事间的交流和合作，可以增进彼此的了解，建立深厚的友谊2. 工作中的社交活动，如团队建设、职场庆祝活动等，也是丰富社交生活的重要方式。3. 工作中的社交网络对职业发展有重要影响。通过工作，人们可以建立广泛的人脉，为自己的职业发展打开更多可能。
与工作无关的社交生活更好：1. 工作与私人生活的分离有助于保持心理健康。如果工作和社交生活完全重叠，可能会导致压力过大。2. 与工作无关的社交活动可以提供更多元化的人际交往，有助于开阔视野，丰富生活体验。3. 在工作之外建立的社交关系，可以提供更多的支持和帮助，有助于应对生活中的困难和挑战。
总之，是否与工作有关的人建立社交取决于个人，且应珍惜每一份社交机会。而且无论与谁社交，都应该保持与生活的平衡。回忆5：阅读Passage1 场景：关于世界上第一个城市判断题1.true2.not given 3.false4.true 5.true6.false填空7.surplus8.pyramids9.storerooms10.staff11.banks12.clay13.fires
Passage2 场景：关于multitasking的研究题型：标题匹配6道 + 人名匹配4道 + 填空题3道标题匹配题14.iv：第一段大意：multitasking不可能15.vi：第二段大意：multitasking困难的生理原因16.ii：第三段大意：multitasking对于大脑的影响17. 第四段大意：性别和multitasking18. 第五段大意：提及能够multitasking的职业19. 第六段大意：基因和multitasking人名匹配题20.C21.待回忆22.人们误以为多任务处理很容易23.男性一般缺乏思考，女性更擅长多任务处理填空题24.attention 25.待回忆26.structure
Passage3 场景：关于小孩玩耍的意义细节匹配题27.economic evidence28.an example of warfare play guided by parents29.an example of children making toys for themselves 30.a political event 31.the origin of the date about children's play 细节匹配题（时间）32. 时间1：儿童玩具收税33. 时间2：待回忆34. 时间3：小孩的gang warfare35. 时间4：关于儿童玩耍的诗歌判断题36.false37.not given 38.true39.not given40.true回忆6：Task1The table gives information about spending on healh in five different countries in 2002. health spending as a percentage of GDP Task2Some people think that a job not only provides income but also a social life. Others think it is better to develop a social life with people you do not work with. Discuss both these views and give your opinion回忆7：听力
回忆8：阅读
Passage1 ：美索不达米亚城市 Mesopotamian Cities 曾出现于：2016.03.19；2018.04.07; 2022.04.16参考答案：1-6 为判断题1. T 2. NG3. T4. F5. T6. F7-13为填空题7. surplus: A surplus of food stored for future8. Pyramids: Often built in the shape of large Pyramids9. storerooms: As storerooms used to keep food10. staff: Needed staff to manage the temple11. banks: Act as banks in tough economic times12. clay: People at that time wrote an surface of clay13. fires: The materials were not damaged after fires destroyed thearchives they were kept
Passage2多任务处理 Multitasking Debate 曾出现于：2016.03.19，2018.01.18，2018.04.07，2020.08.01，2022.08.06参考答案（仅供参考）：14-19 为heading14 iv15 iii16 ii17 v18 i19 vii20-23 为特殊词配对（人名）20 C21 C22 A23 E24-26 为填空24position25attention26structure
Passage3： 中世纪儿童玩具/中世纪英国儿童的娱乐活动曾出现于：2005.11.19，2019.11.30，2021.10.09参考答案：27-30 为段落信息匹配27 D28 G29 E30 F31-35 为特殊词配对31 B32 I33 J34 F35 C36-40 为判断题36 F37 NG38 T39 NG40 T回忆9:回忆10：
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