雅思托福英语全球网

 找回密码
 立即注册

QQ登录

只需一步,快速开始

查看: 83060|回复: 0
打印 上一主题 下一主题

[国内外] 2019年3月23日中国大陆考区雅思A类笔试真题回忆+答案汇总

[复制链接]

9210

主题

1万

帖子

4万

积分

管理员

Rank: 9Rank: 9Rank: 9

积分
46112
跳转到指定楼层
楼主
发表于 2019-3-18 11:12:15 | 只看该作者 |只看大图 回帖奖励 |倒序浏览 |阅读模式
2019年3月23日中国陆考区雅思A类笔试真题回忆+答案汇总请看最下面,
欢迎英国欧洲考区、北美考区等考生积极回忆在我们微信
504918228,ieltstofel3,ielts2013,QQ504918228,QQ26346059上面

2019320日、21日、22日、23日国内外雅思口语真题蹲点回忆汇总请进入http://bbs.ieltstofelglobal.com/thread-243844-1-1.html
                        
互动咨询微信:504918228 或 ieltstofel3或 ielts2013或 公共微信:ieltstofel

网络授课:对于长期困扰和急于提高雅思成绩总分1-4分的全球各地烤鸭们,Edward 艾华师提供全球性网络一对一雅思专家型授课, 无数在国内外读语言/预科,硕士博士(需要4个7,4个8移民)的学员的心声:花8-10万,几十万甚至上百万在国外学英语,还不如上Edward的几次课,具体安排和说明请进入http://bbs.ieltstofelglobal.com/thread-33-1-1.html

快速提高1到3分:IRP雅思考试题库答案-提供2019年3月4月5月6月7月8月9月10月11月12月每一场雅思预测所有口语,写作,听力,阅读等题目详细原创答案范文,整理好的更新型听力和阅读预测机经等说明请进入http://bbs.ieltstofelglobal.com/thread-32-1-1.html或请加QQ26346059或QQ450784339;或公共微信号:ieltstofel 或个人微信:ielts2013,504918228咨询。

雅思公共微信平台1,2:ieltstofel,ielts2018----最新雅思考试题库,最新每一场预测及配套完整答案范文机经,快速提高总分1到3分,国内外最新每一场雅思口语笔试蹲点题目汇总,最新各种不同层次基础烤鸭雅思考试实用成功经验,雅思4个7,4个8高分实用复习备考经验

托福公共微信平台:tofelielts----最新托福考试题库,最新每一场托福预测及配套完整答案范文机经,快速提高托福20-60分,最新各种不同层次基础托福考试实用成功经验,托福100以上,110以上高分实用复习备考经验,国内外最新每一场托福口语笔试蹲点题目汇总,最新托福听说读写解题方法技巧和考试诀窍,最新托福考试信息资料

雅思成绩出炉!雅思成功之路-最新实用雅思4个8,雅思4个7高分成功经验分享http://bbs.ieltstofelglobal.com/forum-45-1.html


中国亚太,大陆地区、香港、澳门,台湾、阿联酋、迪拜、日本,韩国,泰国,以及新加坡,马来西亚、印度尼西亚等亚太地区等精准雅思A类G类真题预测机经汇总2019年3月4月5月6月7月8月至12月雅思a类g类真题预测答案范文机经http://bbs.ieltstofelglobal.com/thread-231231-1-1.html

雅思移民类G类考试真题预测答案范文机经总贴2019年3月4月5月6月7月8月至12月(中国大陆雅思、亚太雅思、北美雅思,澳洲新西兰雅思、英国等欧洲雅思,非洲雅思、南美洲雅思)请进入http://bbs.ieltstofelglobal.com/thread-233644-1-1.html

澳洲新西兰(奥克兰,悉尼,墨尔本,堪培拉,布里斯班,阿德雷德)等亚太地区雅思预测机经2019年3月4月5月6月7月8月至12月A类G类真题预测答案范文机经汇总http://bbs.ieltstofelglobal.com/thread-191939-1-1.html

加拿大、美国、墨西哥、格陵兰、巴拿马等国家-北美考区雅思预测机经2019年3月4月5月6月7月8月至12月雅思A类G类真题预测答案范文机经汇总http://bbs.ieltstofelglobal.com/thread-215691-1-1.html

英国、法国、爱儿兰、德国、意大利、瑞典、挪威、芬兰、荷兰、丹麦、俄罗斯等欧洲考区雅思预测机经2019年3月4月5月6月7月8月至12月A类G类真题预测答案范文机经汇总http://bbs.ieltstofelglobal.com/thread-190929-1-1.html

雅思机考2019年3月4月5月6月7月8月至12月广州、北京、上海、重庆雅思机考a类g类精准预测答案范文机经及全面复指导汇总 http://bbs.ieltstofelglobal.com/thread-241830-1-1.html

澳洲新西兰雅思机考2019年3月4月5月6月悉尼,奥克兰,墨尔本等雅思机考a类g类精准预测答案范文机经及全面复指导汇总请进入http://bbs.ieltstofelglobal.com/thread-243122-1-1.html

北美雅思机考答案2019年3月4月5月6月7月8月9月10月11月12月至2020年12月加拿大,多伦多等北美雅思机考a类g类精准预测答案范文机经及全面复指导汇总请进入http://bbs.ieltstofelglobal.com/thread-243363-1-1.html

非洲雅思考区真题预测答案:南非、埃及、尼日利亚、阿尔及利亚、摩洛哥、赞比亚、科特迪瓦等非洲地区雅思预测机经2019年3月4月5月6月7月8月至12月A类G类真题预测答案范文机经汇总http://bbs.ieltstofelglobal.com/thread-232741-1-1.html

南美洲雅思考区真题预测答案:阿根廷、巴西、智利、哥伦比亚、委内瑞拉、圭亚那、苏里南、厄瓜多尔等南美洲考区雅思预测机经2019年3月4月5月6月7月8月至12月A类G类真题预测答案范文机经汇总http://bbs.ieltstofelglobal.com/thread-232749-1-1.html

中东地区雅思A类G类真题预测答案:沙特、伊朗、科威特、伊拉克、阿联酋、阿曼、卡塔尔、巴林、土耳其、以色列等中东雅思预测机经2019年3月4月5月6月7月8月至12月雅思真题预测答案范文机经汇总请进入http://bbs.ieltstofelglobal.com/thread-236315-1-1.html


2019年3月23日中国陆考区雅思A类笔试真题回忆+答案汇总
回忆1:
A类
阅读:
第一篇 新手专家(Novice and Expert
原文:
Becoming an Expert/Expertise is commitment coupled with creativity. Specifically, it is the commitment of time, energy, and resources to a relatively narrow field of study and the creative energy necessary to generate new knowledge in that field. It takes a considerable amount of time and regular exposure to a large number of cases to become an expert.
  A
  An individual enters a field of study as a novice. The novice needs to learn the guiding principles and rules of a given task in order to perform that task. Concurrently, the novice needs to be exposed to specific cases, or instances, that test the boundaries of such heuristics. Generally, a novice will find a mentor to guide her through the process. A fairly simple example would be someone learning to play chess. The novice chess player seeks a mentor to teach her the object of the game, the number of spaces, the names of the pieces, the function of each piece, how each piece is moved, and the necessary conditions for winning or losing the game.
  B
  In time, and with much practice, the novice begins to recognize patterns of behavior within cases and. thus, becomes a journeyman. With more practice and exposure to increasingly complex cases, the journeyman finds patterns not only within cases but also between cases. More importantly, the journeyman learns that these patterns often repeat themselves over time. The journeyman still maintains regular contact with a mentor to solve specific problems and learn more complex strategies. Returning to the example of the chess player, the individual begins to learn patterns of opening moves, offensive and defensive game-playing strategies, and patterns of victory and defeat.
  C
  When a journeyman starts to make and test hypotheses about future behavior based on past experiences, she begins the next transition. Once she creatively generates knowledge, rather than simply matching superficial patterns, she becomes an expert. At this point, she is confident in her knowledge and no longer needs a mentor as a guide—she becomes responsible for her own knowledge. In the chess example, once a journeyman begins competing against experts, makes predictions based on patterns, and tests those predictions against actual behavior, she is generating new knowledge and a deeper understanding of the game. She is creating her own cases rather than relying on the cases of others.
  D
  The chess example is a rather short description of an apprenticeship model. Apprenticeship may seem like a restrictive 18th century mode of education, but it is still a standard method of training for many complex tasks. Academic doctoral programs are based on an apprenticeship model, as are fields like law, music, engineering, and medicine. Graduate students enter fields of study, find mentors, and begin the long process of becoming independent experts and generating new knowledge in their respective domains.
  EPsychologists and cognitive scientists agree that the time it takes to become an expert depends on the complexity of the task and the number of cases, or patterns, to which an individual is exposed. The more complex the task, the longer it takes to build expertise, or, more accurately, the longer it takes to experience and store a large number of cases or patterns.
  F
  The Power of Expertise
  An expert perceives meaningful patterns in her domain better than non-experts. Where a novice perceives random or disconnected data points, an expert connects regular patterns within and between cases. This ability to identify patterns is not an innate perceptual skill; rather it reflects the organization of knowledge after exposure to and experience with thousands of cases. Experts have a deeper understanding of their domains than novices do, and utilize higher-order principles to solve problems. A novice, for example, might group objects together by color or size, whereas an expert would group the same objects according to their function or utility. Experts comprehend the meaning of data and weigh variables with different criteria within their domains better than novices. Experts recognize variables that have the largest influence on a particular problem and focus their attention on those variables.
  G
  Experts have better domain-specific short-term and long-term memory than novices do. Moreover, experts perform tasks in their domains faster than novices and commit fewer errors while problem solving. Interestingly, experts go about solving problems differently than novices. Experts spend more time thinking about a problem to fully understand it at the beginning of a task than do novices, who immediately seek to find a solution. Experts use their knowledge of previous cases as context for creating mental models to solve given problems.
  H
  Better at self-monitoring than novices, experts are more aware of instances where they have committed errors or failed to understand a problem. Experts check their solutions more often than novices and recognize when they are missing information necessary for solving a problem. Experts are aware of the limits of their domain knowledge and apply their domain's heuristics to solve problems that fall outside of their experience base.
  I
  The Paradox of Expertise
  The strengths of expertise can also be weaknesses. Although one would expect experts to be good forecasters, they are not particularly good at making predictions about the future. Since the 1930s, researchers have been testing the ability of experts to make forecasts. The performance of experts has been tested against actuarial tables to determine if they are better at making predictions than simple statistical models. Seventy years later, with more than two hundred experiments in different domains, it is clear that the answer is no. If supplied with an equal amount of data about a particular case, an actuarial table is as good, or better, than an expert at making calls about the future. Even if an expert is given more specific case information than is available to the statistical model, the expert does not tend to outperform the actuarial table.
  J
  Theorists and researchers differ when trying to explain why experts are less accurate forecasters than statistical models. Some have argued that experts, like all humans, are inconsistent when using mental models to make predictions. A number of researchers point to human biases to explain unreliable expert predictions. During the last 30 years, researchers have categorized, experimented, and theorized about the cognitive aspects of forecasting. Despite such efforts, the literature shows little consensus regarding the causes or manifestations of human bias.
  Questions 1-5
  Complete the flow chart
  Choose No More Than Three Words from the Reading Passage for each answer. Write your answers in boxes 1-5on your answer sheet.
  From a novice to an expert
  Novice: need to study 1 under the guidance of a 2 3 start to identify 4 for cases within or between study more 5 ways of doing things
  Expert: create new knowledge
  perform task independently
  Questions 6-10
  Do the following statements agree with the information given in Reading Passage 1?
  In boxes 6-10 on your answer sheet, write
  TRUE if the statement is true
  FALSE if the statement is false
  NOT GIVEN if the information is not given in the passage
  6. Novices and experts use the same system of knowledge to comprehend and classify objects.
  7. The focus of novices' training is necessarily on long term memory
  8. When working out the problems, novices want to solve them straight away.
  9. When handling problems, experts are always more efficient than novices in their fields.
  10. Expert tend to review more than novices on cases when flaws or limit on understanding took place.
  Questions 11-13
  Complete the following summary of the paragraphs of Reading Passage, using No More Than Two Words from the Reading Passage for each answer. Write your answers in boxes 11-13 on your answer sheet.
  While experts outperform novices and machines in pattern recognition and problem solving, expert predictions of future behavior or events are seldom as accurate as simple actuarial tables. Why? Some have tried to explain that experts differ when using cognitive 11 to forecast. Researchers believe it is due to 12 . However attempting endeavor of finding answers did not yet produce 13 .

参考译文:
新手与专家
专业知识总是离不开创造性,具体来看,讲时间,精力和资源投入到一个相对小的领域进行研究,需要创造性在该领域获得新的知识。要成为一名专家需要大量的时间和接触大量的实战实例。
A 每个人都是以菜鸟的身份进入一个新的领域。菜鸟需要学习最基本的原理以及既定任务的法则来完成该项任务。与此同时,菜鸟还需要面对具体的实例或是情况,这也能够测出启发式教育的成果。一般来说,菜鸟需要找一个导师来帮助他顺利进行这个过程。举一个最简单的例子,如果又热要学习下象棋,菜鸟就需要找一个导师告诉他象棋的目标,棋盘的棋子的总数,每一枚棋子的名字,每一枚棋子的功能,怎么移动以及最后决定输赢的必要条件。
B 随着时间的投入和不断的练习,菜鸟开始能够识别实例内部行为的类型,成为一个熟练学徒,通过更多的练习和接触更为复杂的实例,使得已经成为熟练学徒的学徒不仅能识别实例内部的类型也能够看出不同实例之间的联系。更为重要的是,成熟的工人发现这些实例的类型会重复出现。成熟工人仍然需要和导师保持联系来解决一些具体的问题并且学习更加复杂的策略。回到刚才讲的学习下棋的例子,菜鸟开始慢慢学习怎样开棋,进攻以及防守这类的下棋策略,以及判断输赢的情况。
C 当一个熟练学徒开始通过以往的经验来预测未来的情况是,他开始了向下一个阶段的过渡。一旦熟练学徒开始创造性地获取知识而不是简单地根据类型来将实例进行匹配的时候,他就成为了一名专家。在这个阶段,他开始自信与自己所掌握的知识,不再需要一名导师——他自己可以自由运用自己的知识。在刚才举的下棋的例子中,一旦一个熟练学徒开始和专家进行竞争,根据掌握的类型来做出预测,并且根据实际的行为来检验该预测,他就获取了新的知识,并且对象棋有了更深的理解。他开始创造出自己的下棋攻略而不是依赖于别人的经验。
D 刚列举的下棋的例子只是一个简短的描述来说明学徒关系的模型。学徒关系可能看起来像严格的18世纪教育模式,但是现在仍然是许多复杂任务训练的标准方法。学术博士项目就是建立在这样的学徒模型上的,比如说法律,音乐,工程学和医学。毕业生进入研究领域,寻找导师,开始成为独立专家的漫长过程,并且在它们各自的领域产生新的知识。
E 心理学家和认知学家一直认为成为专家所需的时间取决于任务的复杂程度以及实例的数量或是需要面对的实例的类型。任务越复杂,所需的时间就越多来学习专业知识,或者更准确地说,需要更长的时间来增加经验并且储存大量的实例。
专业知识的力量
F 以为专家比非专家能在专业领域觉察更有意义的行为类型,而菜鸟只能随意地观察没有关联的数据,专家将实例内部和实例之间的有规律的类型联系起来。这种分辨类型的能力并不是一个先天就具备的技能,而是在接触了成百上千的实例后获得的知识的结晶。专家对于该领域比菜鸟有更深的理解,使用高位的原则来解决问题。比如说菜鸟可能会根据颜色和大小来进行分组,然而专家会更具功能或是用处来进行分组。专家理解数据的含义,通过比菜鸟更为合理的方法运用行业的标准来衡量不同的变量。专家能够认出对特定问题有最大影响的变量,并且聚焦在这些变量上。
G 专家比菜鸟在长期和短期方面具备更好地专业性知识,并且专家比菜鸟在专业领域执行速度跟快,而且在问题解决地时候犯较少的错误。有趣的是,专家和菜鸟相比,解决问题的方式不同,并且会先弄清楚问题的实质才开始解决问题,而菜鸟一开始就想直接找到解决方案。专家运用他从过往经验作为背景获取的知识来建立一个头脑中的模型来解决特定问题。
H 专家和菜鸟相比,更擅长于自我检测,他们更容易意识到自己曾经犯过错的地方或是没能理解的问题,在他们察觉到自己可能错过一些信息时,会比菜鸟更频繁地检查自己的解决方案。专家总是能意识到他们领域知识的有限,并将它们专业领域的启发式学习应用出来来解决他们专业领域之外的问题。
I 专业知识的悖论
专家的长处也是他们的弱点,尽管人们都期待专家是一个成功的预言家,但是他们并不是特别擅长对未来做出预测。自1930年代,研究者一直在测试专家做出预测的能力。专家的表现是根据数据统计来检测的,来确定他们的预测不仅仅是一句简单的数据模型。70年后,在不同领域进行了200多个实验,实验结果表明答案答案是否定的,如果一个实例中有相同量的数据,数据统计比专家更能对未来做出正确的预测。及时专家能获得比数据模型更加具体的实例信息,也不见得回避数据统计表在预测方面做得更好。
J 理论学家和研究者在试图解释为什么专家在做预测方面逊于统计模型,一些人认为专家像其他所有人一样,在做预测时运用不同的头脑中的模型,大量的研究者指出在解释不可靠的专家预测时人们存在的偏差。在过去的30年,研究者已经分类,实验并提出相关理论来认知预测的各个方面。尽管研究者做了各种努力,历史资料显示,没有足够的数据显示上述问题和人类认知偏差之间有直接的联系。
答案:
1.principles and rules    2.mentor     3.journeyman   4.patterns of behavior        
5.complex      6.FALSE    7.NOT GIVEN      8.TRUE      9.FALSE
10.TRUE      11.models    12.human biases     13.consensus   

第二篇:切叶蚁和真菌(Leaf-Cutting Ants and Fungus)
原文:
A )The ants and their agriculture have been extensively studied over the years, but the recent research has uncovered intriguing new findings about the fungus they cultivate, how they domesticated it and how they cultivate it and preserve it from pathogens. For example, the fungus farms, which the ants were thought to keep free of pathogens, turn out to be vulnerable to a devastating mold, found nowhere else but in ants’ nests. To keep the mold in check,the ants long ago made a discovery that would do credit to any pharmaceutical laboratory.
B )Leaf-cutting ants and their fungus farms are a marvel of nature and perhaps the best known example of symbiosis, the mutual dependence of two species. The ants’ achievement is remarkable — the biologist Edward O. Wilson has called it “one of the major breakthroughs in animal evolution” — because it allows them to eat, courtesy of their mushroom’s digestive powers, the otherwise poisoned harvest of tropical forests whose leaves are laden with terpenoids,alkaloids and other chemicals designed to sicken browsers.
C )Fungus growing seems to have originated only once in evolution, because all gardening ants belong to a single tribe, the descendants of the first fungus farmer. There are more than 200 known species of the attine ant tribe, divided into 12 groups, or genera. The leaf-cutters use fresh vegetation; the other groups, known as the lower attines because their nests are smaller and their techniques more primitive, feed their gardens with detritus like dead leaves, insects and feces. In 1994 a team of four biologists, Ulrich G. Mueller and Ted R. Schultz from Cornell University and Ignacio H. Chapela and Stephen A. Rehner from the United States Department of Agriculture, analyzed the DNA of ant funguses. The common assumption that the funguses are all derived from a single strain, they found, was only half true.
D )The leaf-cutters’ fungus was indeed descended from a single strain, propagated clonally, or just by budding, for at least 23 million years. But the lower attine ants used different varieties of the fungus, and in one case a quite separate species, the four biologists discovered.Cameron R. Currie, a Ph.D. student in the University of Toronto, it seemed to Mr. Currie,resembled the monocultures of various human crops, that are very productive for a while and then succumb to some disastrous pathogen, such as the Irish potato blight. Monocultures,which lack the genetic diversity to respond to changing environmental threats, are sitting ducks for parasites. Mr. Currie felt there had to be a parasite in the ant-fungus system. But a century of ant research offered no support for the idea. Textbooks describe how leaf-cutter ants scrupulously weed their gardens of all foreign organisms. “People kept telling me, ‘You know the ants keep their gardens free of parasites, don’t you?’” Mr. Currie said of his efforts to find a hidden interloper.
E )But after three years of sifting through attine ant gardens, Mr. Currie discovered they are far from free of infections. In last month’s issue of the Proceedings of the National Academy of Sciences, he and two colleagues, Dr. Mueller and David Mairoch, isolated several alien organisms, particularly a family of parasitic molds called Escovopsis. Escovopsis turns out to be a highly virulent pathogen that can devastate a fungus garden in a couple of days. It blooms like a white cloud, with the garden dimly visible underneath. In a day or two the whole garden is enveloped.“Other ants won’t go near it and the ants associated with the garden just starve to death,’’Dr. Rehner said. “They just seem to give up, except for those that have rescued their larvae.”
F )Evidently the ants usually manage to keep Escovopsis and other parasites under control. But with any lapse in control, or if the ants are removed, Escovopsis will quickly burst forth.Although new leaf-cutter gardens start off free of Escovopsis, within two years some 60 percent become infected. The discovery of Escovopsis’s role brings a new level of understanding to the evolution of the attine ants. “In the last decade, evolutionary biologists have been increasingly aware of the role of parasites as driving forces in evolution,” Dr. Schultz said. There is now a possible reason to explain why the lower attine species keep changing the variety of fungus in their mushroom gardens, and occasionally domesticating new ones — to stay one step ahead of the relentless Escovopsis.
G )Interestingly, Mr. Currie found that the leaf-cutters had in general fewer alien molds in their gardens than the lower attines, yet they had more Escovopsis infections. It seems that the price they pay for cultivating a pure variety of fungus is a higher risk from Escovopsis. But the leaf-cutters may have little alternative: they cultivate a special variety of fungus which, unlike those grown by the lower attines, produces nutritious swollen tips for the ants to eat.
H )Discovery of a third partner in the ant-fungus symbiosis raises the question of how the attine ants, especially the leaf-cutters, keep this dangerous interloper under control. Amazingly enough, Mr. Currie has again provided the answer. “People have known for a hundred years that ants have a whitish growth on the cuticle,” said Dr. Mueller, referring to the insects’ body surface. “People would say this is like a cuticular wax. But Cameron was the first one in a hundred years to put these things under a microscope. He saw it was not inert wax. It is alive.” Mr. Currie discovered a specialised patch on the ants’ cuticle that harbors a particular kind of bacterium, one well known to the pharmaceutical industry, because it is the source of half the antibiotics used in medicine. From each of 22 species of attine ant studied, Mr.Cameron and colleagues isolated a species of Streptomyces bacterium, they reported in Nature in April. The Streptomyces does not have much effect on ordinary laboratory funguses. But it is a potent poisoner of Escovopsis, inhibiting its growth and suppressing spore formation.Because both the leaf-cutters and the lower attines use Streptomyces, the bacterium may have been part of their symbiosis for almost as long as the Escovopsis mold. If so, some Alexander Fleming of an ant discovered antibiotics millions of years before people did. Even now, the ants are accomplishing two feats beyond the powers of human technology. The leaf-cutters are growing a monocultural crop year after year without disaster, and they are using an antibiotic apparently so wisely and prudently that, unlike people, they are not provoking antibiotic resistance in the target pathogen.
Questions 14-19
Use the information in the passage to match the options (listed A-C) with the activities or features of ants below.
Write the appropriate letters, A-C, in boxes 14-19 on your answer sheet.
NB You may use any letter more than once.
A Leaf-cutting ants
B Lower attine ants
C Both leaf-cutting ants and lower attine ants
14 can use toxic leaves to feed fungus
15 build small nests and live with different foreign fungus
16 use dead vegetation to feed fungus
17 raise a single fungus which do not live with other variety of foreigners
18 normally keep a highly dangerous parasite under control
19 use special strategies to fight against Escovopsis
Questions 20-24
Reading Passage 2 has eight paragraphs, A-H.
Which paragraph contains the following information?
Write the correct letter, A-H, in boxes 20-24 on your answer sheet.
20 Dangerous outcome of Escovopsis
21 Risk of growing single fungus
22 Comparison of the features of two different nests for feeding gardens
23 Discovery of significant achievements made by ants earlier than human
24 Advantages of growing a new breed of fungus in the ant farm
Questions 25-26
Choose the correct letter, A, B, C or D.
Write your answers in boxes 25-26 on your answer sheet.
25 What does the author think of Currie’s opinion on the saying “ants keep their gardens free of parasites”?
A His viewpoint was verified later.
B His earlier study has sufficient evidence immediately.
C There is no detail mentioned in the article.
D His opinion was proved to be wrong later on.
26 What did scientists find on the skin of ants under microscope?
A some white cloud mold embed in their skin
B that wax is all over their skin
C a substance which is useful to humans
D a substance which suppresses growth of all fungus

题目详解
  Questions 14-19
  14. 利用题目细节信息“ toxic leaves” 和“ feed fungus” 定位于原文段落 B 末句“ because it allows them to eat, courtesy of their mushroom’s digestive powers, the otherwise poi-soned harvest of tropical forests whose leaves are laden with terpenoids, alkaloids and other  chemicals designed to sicken browsers”。 这道题的难点在于找到题目中“ feed fungus”所 对 应 的 原 文。 文 中 说 到“ the otherwise poisoned harvest of tropical forests whose leaves are laden with terpenoids, alkaloids and other chemicals designed to sicken browsers”, 既然热带雨林中的叶子有毒, 切叶蚁为什么还要收集而且不会中毒呢? 那是因为真菌的消化作用(mushroom’s digestive powers) 。 此外, 文章 C 段还提到“ The leaf-cutters use fresh vegetation(切叶蚁使用新鲜的植被养活自己的真菌园) ”, 所以切叶蚁收集有毒的树叶是为了饲养真菌。 因此, 正确答案为 A。
  15. 利用题目细节信息“ small nests”、“ different” 和“ foreign” 定位于原文 C 段第 3 句与 D 段第 2 句。 C 段第 3 句“ the other groups, known as the lower attines because their
nests are smaller and their techniques more primitive”, 这里讲的是“ 它们的巢较小且种植技术更原始,被称为 lower attines”。 原文中的 “ nests are smaller”对应题目中的 “ small nests”。 但本段未出现题目中的后半部分信息, 需要接着往下看。 D 段第 2 句“ But the lower attine ants used different varieties of the fungus”, 这里说“ lower attine 蚂蚁使用不同种类的真菌”。 原文中的 “ different varieties of the fungus”对应题目中的 “ different foreign fungus”。 结合原文内容, 此处讲的都是 lower attines, 因此正确答案为 B。
  16. 利用题目细节信息“ dead vegetation” 定位于原文 C 段第 3 句“ known as the lower attines because their nests are smaller and their techniques more primitive, feed their gardens with detritus like dead leaves, insects and feces”。 这句话讲到“ 它们用枯叶、昆虫和粪便的碎屑来养活自己的园子”。 原文中的“ dead leaves” 与题目中的“ dead vegetation” 为同义替换, 所对应的是 lower attines。 因此, 正确答案为 B。
  17. 利用题目细节信息“ a single fungus” 定位于 D 段首句“ The leaf-cutters’ fungus was indeed descended from a single strain, propagated clonally, or just by budding, for at least 23 million years.” 这里说“ 切叶蚁所种的菌种是单一菌株”, 而不像 lower attine ants那样 used different varieties of the fungus。 因此, 正确答案为 A。
  18. 利 用 顺 序 原 则 定 位 于 原 文 E 段 第 3 句“ Escovopsis turns out to be a highly virulent pathogen...” 和 F 段 首 句“ Evidently the ants usually manage to keep Escovopsis and other parasites under control.” 这说明蚂蚁通常能够控制住 Escovopsis 这种高危险的寄生物, 这与题目相对应。 此外, H 段首句提到“ Discovery of a third partner in the antfungus symbiosis raises the question of how the attine ants, especially the leaf-cutters, keep this dangerous interloper under control.” 这说明“ 果蚁, 尤其是切叶蚁能有效控制这种寄生物”, 对应 leaf-cutters。 因此, 正确答案为 A。
  19. 利 用 顺 序 原 则 先 定 位 于 原 文 F 段, 该 段 后 半 部 分 提 到“ lower attine species keep changing the variety of fungus in their mushroom gardens, and occasionally domesticating new ones — to stay one step ahead of the relentless Escovopsis”。 这说明低等果蚁不断改变蘑菇园中的真菌品种, 偶尔还培育新的真菌品种, 目的是为了在和无情的 Escovopsis 霉菌的对抗中占据上风。 然后再定位到原文 H 段首句“ Discovery of a third partner in the ant-fungus symbiosis raises the question of how the attine ants, especially the leaf-cutters, keep this dangerous interloper under control.” 这说明切叶蚁也能够通过“ 第三方” 来对抗 Escovopsis 霉菌。 因此, 这两种类型的蚂蚁都有自己的“ special strategies” 可以“ fight against Escovopsis”, 与题目相对应, 故正确答案为 C。
  Questions 20-24
  20. 该信息出现在原文 E 段第 3 句“ Escovopsis turns out to be a highly virulent pathogen that can devastate a fungus garden in a couple of days.” 这里讲到“ Escovopsis 霉菌是剧毒性病原体,它可以在几天之内毁灭一个真菌园”。 原文中的“ turns out to be” 表示“ 结
果”, 对应题目中的“ outcome”, 文中“ devastate a fungus garden in a couple of days”与题目中的“ Dangerous outcome of Escovopsis” 相对应。 因此, 正确答案为 E。
  21. 该信息出现在原文 D 段第 5 句话“ Monocultures, which lack the genetic diversity to respond to changing environmental threats, are sitting ducks for parasites.” 这里讲到“ 单一栽培往往因为缺乏基因的多样性来应对不断变化的环境威胁, 从而容易成为寄生虫攻击的目标”, 对应题目中的“ Risk of growing single fungus(单一种植的风险)”。
  因此, 正确答案为 D。
  22. 该信息出现在原文 C 段第 3 句“ The leaf-cutters use fresh vegetation; the other groups,known as the lower attines because their nests are smaller and their techniques more primitive, feed their gardens with detritus like dead leaves, insects and feces.” 这里提及“ leafcutters” 使用新鲜的植被养活自己的园子, 而后面紧接着对比说到“ lower attines” 由于巢穴较小, 技术也更加原始, 因此使用枯叶、 昆虫和粪便等碎屑来养活自己的园子,前后两者对比, 正好与题目相对应。 因此, 正确答案为 C。
  23. 该信息出现在原文 H 段倒数第 2、 3 句“ If so, some Alexander Fleming of an ant discovered antibiotics millions of years before people did. Even now, the ants are accomplishing two feats beyond the powers of human technology.” 原文讲到蚂蚁先于人类发现抗生素, 并且即使到现在, 蚂蚁仍然有两项成果超越人类。 原文中的“ two feats” 与题目中的 “ two achievements”为同义替换,而 “ millions of years before people did”和 “ beyond the powers of human technology” 与题目中的“ earlier than human” 相对应。 因此, 正确答案为 H。
  24. 该信息出现在原文 F 段末句“ ...and occasionally domesticating new ones — to stay one step ahead of the relentless Escovopsis”。 这里提到“ 培育新的真菌品种是为了在和无情的 Escovopsis 霉菌的对抗中占据上风”。 原文中的“ domesticating new ones” 与题目中的“ growing a new breed of fungus” 为同义替换, 其中“ ones” 指代的是原文前面提到的“ fungus”。 因此, 正确答案为 F。
  Questions 25-26
  解 答
  25. 该信息出现在原文 D 段与 E 段, 首先, 看到 D 段“ Mr. Currie felt there had to be a parasite in the ant-fungus system. But a century of ant research offered no support for the idea.” 这里提到“ 柯里先生认为在蚂蚁与真菌的体系中一定有寄生虫存在。 但是这个想法在过去一个世纪对蚂蚁的研究中并未得到任何证据支持”。 但 E 段接着写道 “ In last month’s issue of the Proceedings of the National Academy of Sciences, he and two colleagues, Dr. Mueller and David Mairoch, isolated several alien organisms, particularly a family of parasitic molds called Escovopsis.” 这里说的是“ 柯里先生与他的同事分离出了几个外来生物的菌种, 特别是一种叫作 Escovopsis 的寄生霉菌族”。 这就说明Currie 之前的猜想得到了证实, 选项 A(他的观点后来得到了证实) 符合原文内容。
  因此, 正确答案为 A。
  26. 利用题目细节信息“ under microscope” 定位于原文 H 段“ People would say this is like a cuticular wax. But Cameron was the first one in a hundred years to put these things under a microscope. He saw it was not inert wax. It is alive.” 这里提到“ 卡梅隆把这些东西放在显微镜下观察,发现蚂蚁表皮上的不是惰性蜡,而是活性的”。 紧接又提到“ Mr.Currie discovered a specialised patch on the ants’ cuticle that harbours a particular kind of bacterium, one well known to the pharmaceutical industry, because it is the source of half the antibiotics used in medicine.” 这说明“ 蚂蚁的表皮有一种特殊的斑点, 其中隐藏着一种特殊的细菌。 这种细菌对于制药行业来说是非常有名的, 因为医学上使用的抗生素多半来源于此”。 选项 A“ 一些白色的云状霉菌嵌在它们的表皮上”, 但原文中并没有说是“ white cloud mold”,因此排除选项 A。 选项 B“ 蜡遍布在它们的皮肤上”,但原文中仅仅说的是“ He saw it was not inert wax. It is alive.(表皮上的不是惰性蜡,而是活性的。)” 因此排除 B 选项。 D 选项“ 一种能够抑制所有真菌生长的物质” 在文中没有提及,因此排除 D 选项。 选项 C“ 一种对人类有用的物质”,题目中的“ useful to humans” 与原文中的“ one well known to the pharmaceutical industry” 相对应。 因此,正确答案为 C。

答案:
14.A    15.B   16.B   17.A   18.A   19.C  20.E
21.D    22.C   23.H   24.F   25.A   26.C

第三篇 决策与幸福(Decision making and Happiness
原文:
  A Americans today choose among more options in more parts of life than has ever been possible before. To an extent, the opportunity to choose enhances our lives. It is only logical to think that if some choice is good, more is better; people who care about having infinite options will benefit from them, and those who do not can always just ignore the 273 versions of cereal they have never tried. Yet recent research strongly suggests that, psychologically, this assumption is wrong. Although some choice is undoubtedly better than none, more is not always better than less.
  B Recent research offers insight into why many people end up unhappy rather than pleased when their options expand. We began by making a distinction between "maximisers" (those who always aim to make the best possible choice) and "satisficers" (those who aim for "good enough, " whether or not better selections might be out there).
  C In particular, we composed a set of statements—the Maximization Scale—to diagnose people’s propensity to maximize. Then we had several thousand people rate themselves from 1 to 7 (from "completely disagree" to "completely agree") on such statements as "I never settle for second best. " We also evaluated their sense, of satisfaction with their decisions. We did not define a sharp cutoff to separate maximisers from satisficers, but in general, we think of individuals whose average scores are higher than 4 (the scale’s midpoint) as maximisers and those whose scores are lower than the midpoint as satisficers. People who score highest on the test—the greatest maximisers—engage in more product comparisons than the lowest scorers, both before and after they make purchasing decisions, and they take longer to decide what to buy. When satisficers find an item that meets their standards, they stop looking. But maximisers exert enormous effort reading labels, checking out consumer magazines and trying new products. They also spend more time comparing their purchasing decisions with those of others.
 D We found that the greatest maximisers are the least happy with the fruits of their efforts. When they compare themselves with others, they get little pleasure from finding out that they did better and substantial dissatisfaction from finding out that they did worse. They are more prone to experiencing regret after a purchase, and if their acquisition disappoints them, their sense of well-being takes longer to recover. They also tend to brood or ruminate more than satisficers do.
  E Does it follow that maximisers are less happy in general than satisficers? We tested this by having people fill out a variety of questionnaires known to be reliable indicators of well-being. As might be expected, individuals with high maximization scores experienced less satisfaction with life and were less happy, less optimistic and more depressed than people with low maximization scores. Indeed, those with extreme maximization ratings had depression scores that placed them in the borderline clinical range.
  F Several factors explain why more choice is not always better than less, especially for maximisers. High among these are "opportunity costs. " The quality of any given option cannot be assessed in isolation from its alternatives. One of the "costs" of making a selection is losing the opportunities that a different option would have afforded. Thus an opportunity cost of vacationing on the beach in Cape Cod might be missing the fabulous restaurants in the Napa Valley. EARLY DECISION-MAKING RESEARCH by Daniel Katmeman and Amos Tversky showed that people respond much more strongly to losses than gains. If we assume that opportunity costs reduce the overall desirability of the most preferred choice, then the more alternatives there are, the deeper our sense of loss will be and the less satisfaction we will derive from our ultimate decision.
 G The problem of opportunity costs will be worse for a maximiser than for a satisficer. The latter’s "good enough" philosophy can survive thoughts about opportunity costs. In addition, the "good enough" standard leads to much less searching and inspection of alternatives than the maximiser’s "best" standard. With fewer choices under consideration, a person will have fewer opportunity costs to subtract.
  H Just as people feel sorrow about the opportunities they have forgone, they may also suffer regret about the option they settle on. My colleagues and I devised a scale to measure proneness to feeling regret, and we found that people with high sensitivity to regret are less happy, less satisfied with life, less optimistic and more depressed than those with low sensitivity. Not surprisingly, we also found that people with high regret sensitivity tend to be maximisers. Indeed, we think that worry over future regret is a major reason that individuals become maximisers. The only way to be sure you will not regret a decision is by making the best possible one. Unfortunately, the more options you have and the more opportunity costs you incur, the more likely you are to experience regret.
I In a classic demonstration of the power of sunk costs, people were offered season subscriptions to a local theater company. Some were offered the tickets at full price and others at a discount. Then the researchers simply kept track of how often the ticket purchasers actually attended the plays over the course of the season. Full-price payers were more likely to show up at performances than discount payers. The reason for this, the investigators argued, was that the full-price payers would experience more regret if they did not use the tickets because not using the more costly tickets would constitute a bigger loss. To increase sense of happiness, we can decide to restrict our options when the decision is not crucial. For example, make a rule to visit no more than two stores when shopping for clothing.
参考答案:
  Questions 1-4
  Use the information in the passage to match the category (listed A-D) with descriptions or deeds below. Write the appropriate letters A-D in boxes 1-4 on your answer sheet.
  A Maximiser
  B Satisficer
  C Both
  D Neither of them
  1.finish transaction when the items match their expectation B
  2.buy the most expensive things when shopping D
  3.consider repeatedly until they make final decision A
  4. participate in the questionnaire of the author C
  Questions 5-9
  Do the following statements agree with the information given in Reading Passage 1 In boxes 5-9 on your answer sheet, write
  TRUEif the statement is true
  FALSE if the statement is false
  NOT GIVEN if the information is not given in the passage
  5. With the society’s advancement, more chances make our lives better and happier.False
  6. There is difference of findings by different gender classification. Not Given
  7. The feeling of loss is greater than that of acquisition. True
  8. ‘Good enough’ plays a more significant role in pursuing ‘best’ standards of maximiser.False
  9. There are certain correlations between the "regret" people and the maximisers. True
  Questions 10-13
  Choose the correct letter, A, B, C or D.
  Write your answers in boxes 10-13 on your answer sheet.
  10. What is the subject of this passage?
  A. regret makes people less happy
  B. choices and Well-being
  C. an interesting phenomenon
  D. advices on shopping
  11. According to conclusion of questionnaires, which of the following statement is correct?
  A. maximisers are less happy
  B. state of being optimistic is important
  C. uncertain results are found
  D. maximisers tend to cross bottom line
  12. The experimental on theater tickets suggested:
  A. sales are different according to each season
  B. people like to spend on the most expensive items
  C. people feel depressed if they spend their vouchers
  D. people would regret if they failed to spend on discount sales.
  13. What is author’s suggestion on how to increase happiness:
  A. focus the final decision
  B. be sensitive and smart
  C. reduce the choice or option
  D. read label carefully


小作文:水果罐头的流程图
大作文:Once children start school, teachers have more influence on their intellectual and social development than parents do. To what extent do you agree or disagree?
回忆1:
小作文 流程图,水果罐头制作。
大作文 老师对孩子的影响比父母大你是否同意
回忆2:
听力
S1姐姐向当地警局查讯帮她弟弟办理驾照的事情
1-10: Completionthe form
1. Her surname: Walsham
2. Postcode: RT125CZ
3. PolicemanNumber:YQ 181
4-10) The policeask some details about her cousin
4. Type of thecertificate: techinician
5. Initials of hiscousin: J.R.
6. Age of hiscousin:23 years old
7. Address:12 Northland
8. Certificate canbe delivered from: 1st August
9. The certificateis valid for one month
10. The price ofcertificate:35.70
Section 2 古代排水系统
答案暂缺

Section  3 传统教育与在线教育的混合模式
题型:匹配+选择
21-26 匹配
21. there are various learning methods on the net:
A. definitely successful
22. Students could arrange their time if they choose to study online:
B. partly successful
23. The relationship between students and professors is getting better:
C. unsuccessful
24. B. partly successful
25. Cultivate the ability to be independent:
C. unsuccessful
26. Students could get a better score if they try to study online:
A. definitely successful
27-30 选择
27. There is an initial problem for the experiment
C. need more people to participate
28. 题目暂缺
A. simulating
29. What is the effect of the professor's advice on the online query?
C. highlight problems
30. Why does the girl seem so surprised?
C. the professor is able to handle all the changes

Section 4 地下水灌溉系统
31. sloping
32. tunnel
33. floods
34. rivers
35. mountains
36. wars
37. pump
38. evaporation
39. streets
40. poor

回忆3:
听力
Section 1  为表亲咨询驾照和保险
参考答案:
1. her name: Jane Walsham
2. Postcode: TR125CZ
3. Police number: YQ181
4. Type of certificate: technician
5. Initials of his cousin:J.R.
6. Age of his cousin:23 years old
7. Address: 12 North lane Manchester  
8. The certificate is valid for:one month
9. The price of certificate: 35.70
10. Certificate can be delivered from:1st August

Section 2 校园地图
参考答案:

Section 3 网络教学的影响和教授的看法
参考答案:
21. There are various learning methods on the net - A definitely successful
22. Increase the participate in program - A definitely successful
23. Student independent learning - B partly successful
24. Can arrange time effectively - B partly successful
25. Increasing contact between student and professor - C unsuccessful
26. Succeed rate increased - A definitely successful
27. What is the professor;s opinion on the initial problem for the experiment? - C need more people to participate
28. What does the professor think of the experiment? - A stimulating
29. What is the effect of the professor’s advice on online query? - highlight problems
30. What was the girl surprised by? - C the professor is able to handle all the changes

Section 4 灌溉系统
参考答案:
31. The system was built underground
32. People chose the sloping site
33. People also need to build a tunnel under the earth
34. For construction, people should avoid rivers
35. Another factor to take into account is the nearby mountains
36. The main feature is that it functions without a pump
37. Water won’t lose during delivery
38. The system is not affected by rain
39. The system can be found by the street
40. The money was collected from people who are rich

回忆4:
大作文:
Once children start school, teachers have more influence on their intellectual and social development than parents do. To what extent do you agree or disagree?
小作文:
流程图(水果罐头的制作过程)
1.摘水果;2.运输;3.分拣;4.冷藏;4.5 清洗;5.分类;6.去皮;7.切开;8.混合果汁放到罐头里;9.搅拌;10.烹饪;11.冷却;12.打包;13.卖出去


回忆5:
机考
小作文:新加坡四种家电的比例变化趋势(1973-2008)
大作文:在网络发达的情况下,博物馆和艺术长廊等是否有必要存在
回忆6:
Task 1
Flow Chart
描述做水果罐头的过程:
Picking fruit—loadingon the truck—transporting to the factory—distinguishing peaches—keeping under coldcondition—washing—cutting—peeling—canning—addingjuice and syrup—sealing—steaming—cooling down—packaging—sending to supermarkets

Task 2
Once children startschool, teachers have more influence on intellectual and social developmentthan parents. To what extent do you agree or disagree ?
同意:一旦孩子们上学后就会更被老师比父母在智力和社交培养上影响更深
主题段:
1.让步:孩子们和家长有亲密的关系,在一些情况下更能直接灌输一些信息,并可以有效的针对孩子个人的性格进行教育;但是,相对于老师的专业性和持续性,家长在孩子们上学后并不能像老师一样深深地影响孩子们的智力和社交能力。
2.支持:老师们都是受过专业训练的教育者,教育孩子,尤其是在智力上是不能光靠感情来教育孩子;通过老师对孩子们专业的评估和指导,找到最适合孩子们的学习方式,这些不是没有专业教学技术的父母们可以做到的,孩子们才会更加有效地学习和生活,所以孩子们会有社交能力和智力上的提升。
3.支持:孩子们上学后,大部分时间都是和老师及同学在一起,具体来说,一周中超过五天都是在老师的陪伴下生活和学习的,这样持续性的教导才能产生深刻的影响,并且只有和不同的人在一起相处才会面临不一样的问题从而发展不智力和社交能力;而家长们有自己的工作,和孩子们在一起的时间是有限的,间断性和单一性的教育影响会比较弱。
回忆7:
回忆8:
回忆9:
回忆10:
回忆11:
回忆12:


为更好地促进做好Edward艾华师最新预测,请烤鸭们积极回忆在本文下面评论栏目里面,请尽量详细,并标明城市考点,A/G类,听力,阅读,大小作文,谢谢!特请亚太其他国家,欧洲,北美,南美,非洲等其他考区的烤鸭们也积极回忆吧


2019年3月14日雅思考试总体反馈:重磅!2019年3月14日雅思精准命中A类大小作文原题、命中听力三到四部分!命中至少两篇阅读、命中口语大部分真题原题,3月14日雅思听说读写全面大中,全面开花!(本次无G类考试,不同考区时差、考生回忆不够齐全,待补充,还在不断更新中…)祝贺IRP会员将出现不少雅思高分人才!总体反馈请复制链接进入http://bbs.ieltstofelglobal.com/thread-243801-1-1.html

特别提醒:雅思考试20多年来,有非常严格的规律性和出题思路。全世界有6大考区,而只有一个剑桥考试中心几个人在出题,每个考区一周平均要出一份考卷,一个月很多考区平均出24份考卷。(尤其是2018-2019年以来,中国大陆的广州、北京、上海、重庆,还有北美、澳洲、亚太考区开始增加雅思机考的选择,机考的城市几乎每天都有雅思考试,一个月考官要出20几份雅思机考卷子,机考跟传统纸质考试的区别只是纸质和电脑上考试的区别,考试内容、评分标准、难度等级、考试题型、考试安全设置等方面均与现行的纸笔模式完全一致。)雅思考试如此频繁,如何保证达到难度一样呢,如何保证新题难度、准确度和评价机制公平呢,所以只能是20年来的题库旧题目的有效组合,新题不能超出5%-10%,每份雅思卷子都是90%-99%以上旧题。每一份雅思考试试题其实是大部分旧题原题真题+个别新题目的重新组合,多年雅思考官和专家Edward老师非常熟悉雅思出题规律和听说读写题库出题组合卷子的秘诀,IRP资料因此而诞生!具体请阅读http://bbs.ieltstofelglobal.com/thread-32-1-1.html

分享到:  QQ好友和群QQ好友和群 QQ空间QQ空间 腾讯微博腾讯微博 腾讯朋友腾讯朋友
收藏收藏
回复

使用道具 举报

hello
微信公众号:ieltstofel
互动咨询微信:504918228
互动咨询微信:yafu6668

QQ|Archiver|手机版|小黑屋|雅思托福英语全球网 ( 闽ICP备14014910号 ) | 闽公网安备 35020302034732号  

GMT+8, 2024-11-23 19:54 , Processed in 0.090971 second(s), 30 queries .

Powered by Discuz! X3.2

© 2001-2013 Comsenz Inc.

快速回复 返回顶部 返回列表