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2019年12月21日中国大陆考区雅思A类笔试真题回忆+答案汇总 回忆1： 小作文： 表格，课程上获得very good的百分比 大作文： 人们在家待的时间越来越少的原因和影响 回忆2： 阅读 第一篇是parks的重要性 第二篇是critics批判做科学研究的方法 第三篇是taste smell of flavour和brain有关的 回忆3： 大作文 People spend less and less time at home. what are the reasons and what are the effects on the society and individuals? 小作文 回忆4： 听力 Section 1
主题提示:房屋合租
Peter wants to share the accommodation with Jim
1-10)Completion
1 Rent for Jim’s room "s" 80(Peter's room is larger, so the rent could go for $110. Jim is satisfied with the current room for the previous one is smaller and more expensive.
2 Car can park in the garage(the bus station is far but it is lucky that we have garage
3 Telephone is in the kitchen(Jim asked why the telephone was not in the living room. Because the Bedroom is noisy and PETER said it is in the kitchen
4 Jim works in the supermarket twice a week Jim works in the Supermarket, so Peter thought it was convenient to buy production
5 Jim needs to bring a heater( Microwave Oven is provided by landlord
6 Peter wants Jim to bring a toaster面包机
(不肯定此处是填microwave oven 还是toaster, there was a microwave oven broken or taken away; Peter wants Jim to bring a toaster(重音),但如果他确实读的是 toast,那么此处就应该填 Microwave oven to toast动词烘烤)
7 Peter wants to take ride for Jim, sharing petrol(想两人上课顺路分担汽油费
8 Date to move in: 1st June( because they can watch games together
9 Date to watch games: on Friday evening(Jim and Peter watch games together on Friday evening, and
they are both the fans )
10 Jim would move in after his exam Jim will move in after his exam
Section 2
主题提示：小学公开日活动
A school in Stanford introduce Junior school for parents on open day
11-17 completion
11 Student attends class 8.55 am everyday. (there are several traps: 8:40, 8: 45,9: 00)
12 How long for the break every day: 15 minutes (2 break time, on in the morning, one afternoon
13 During lunch time, cafeteria provide a hot meal for lunch
14 Students are asked to make a special poster
15 There is a test, monthly exam
16 When the class finishes in the afternoon students need to take part in sports
17 They can also join in different kinds of clubs
18-20)Map:
Enter from main entrance, then anti-clockwisely
introduce every part, on the right hand side is head office, top right corner are 2 classes and one library, on the left are 2 blanks, they are music room and gym
(Spend minutes on this part)
从 main entrance进,然后边时针介绍,次顺序是大右手是 head office,旁边上面右角是两个 class和
个1 library,左边是连的两个空,好像是一个music room and gym(这个部分绕很多弯,都是先说本来应该是什么什么,但是现在改成了什么什么但听录音里面说 opposite the head office is classroom,
8 Head office----E(there are many receptions, but this school want to have face to face conversation individually.
9 Music room---A not computer room
10 Gym---F
Section 4
主题提示:未来机场
Monologue about the future of airports
31-33) multiple choices
31 recently a fast growth of construction of new airports
C deserves close attention
32 one noticeable fact is that construction of new airports is
B more important than other buildings( more significant)
33 What are the airport, cities and town in common
A should respond to change
34-38 Matching(配对题): scenarios
Scenarios1,2,3,4,5--配对一些关键选项词
the most difficult part of this test
34 S1-there are more expensive flights because the economic depression causes fuel shortage
35 S2 there are emerging new airports(more ports in developing countries as well more flights, convenient 竞争
36 S3-there are also new transports pattern appeared
37 S4-people's interest in flying is declining in Western countries
38 S5--air-lines can not hold business because the cost of maintenance (维护费用) is too high
39-40) completion
The disadvantages of air travel
39 if the environmental problems continue, air port must be tax ahead imposed on the green tax
40 flight will close down if a trip does not get an insurance(because too many unstable factors and people concerned the security problems, people don not want to fly if there was no insurance) 回忆5： 阅读 Passage One： The functionof Parks 文章介绍：关于公园的作文，现代公园应该如何改进
Passage Two： Quantitative Research in Education（教育的量化研究）
Quantitative Research in Education 原文：
The first area of criticism concerns the extent to which the results of ‘scientific’ educational research are valid. It has often been argued that, although the numerical evidence produced by such research has the appearance of being ‘ hard data’ of the kind used in the natural sciences, there are, in fact, fundamental doubts about its validity; about whether it represents accurately what it claims to represent. We can get a sense of these criticisms by looking briefly at the work of Piaget, mentioned earlier. Interestingly, this was not strongly quantitative in character, and it has been criticized by some for being insufficiently rigorous from an experimental point of view; reflecting, at least in part, a difference between Piaget and commentators on his work about the requirements of scientific research. This highlights the point we made earlier: that although it is convenient to refer to the ‘scientific method’, there is, in fact, a variety of interpretations of what is involved in a scientific approach to research and of how it should be applied to the study of human beings and their behaviours.A Piaget carried out a number of experiments on the basis of which he developed theidea that children go through different stages of development, and that only when they have reached the necessary stage of development can they carry out the most advanced forms of cognitive operation. A famous experiment of his requiring children to compare the amount of liquid held by different shaped containers. The containers had the same capacity, and even when young children were shown that the same amount of liquid could be poured between the two containers, many claimed that one was larger than the other. Piaget’s interpretation of this was that the children were unable to perform the logical task involved in recognizing that the two containers, while different in shape, were the same in capacity; this being because their cognitive development had not reached the necessary stage. Critics of his work have questioned this conclusion, for instance, Donaldson. They raise the possibility that the children were simply unwilling to play the experimenter’s game, or that the children misunderstood what the experimenter was asking. These criticisms point to the fact, obvious enough, but important in its implications that experiments are social situations in which interpersonal interactions take place. The implication is that Piaget’s work and attempts to replicate it are not only measuring the children’s capacities for logical thinking, but also the extent to which they have understood what was required , their willingness to comply with these requirements, the experimenters’success in communicating what was required, in motivating the children, etc.
B Similar criticisms have been applied to psychological and educational tests. For example, Mehan points out how test questions may be interpreted in ways different from those intended by the researcher. In all language development test, children are presented with a picture of a medieval fortress, complete with moat, drawbridge, and parapets and three initial consonants: D, C, and G. The child is supposed to circle the correct initial consonant C for ‘castle’is correct, but many children choose D. After the test, when I asked those children what thename of the building was, they responded ‘Disneyland’. These children used the same line of reasoning intended by the tester, but they arrived at the wrong substantive answer. The score sheet showing a wrong answer does not document a child’s lack of reasoning ability; it only documents that the child indicated an answer different from the one the tester expected.
C Here we have questions being raised about the validity of the sort of measurements on which the findings of quantitative research are typically based. Some, including for example Donaldson, regard these as technical problems that can be overcome by more rigorous experimentation. Others, however, including Mehan, believe them to be not simply problems with particular experiments or tests, but serious threats to validity that potentially affect all research of this kind.
D At the same time, questions have also beenraised about the assumption built into the logic
of quantitative educational research that causes canbe identified by physical and/or statistical
manipulation (操 作) of variables. Critics suggest that this fails to take account of the very nature of human s ocial lif e, assuming it to consist of fixed, mechanical causal relationships, whereas in
fact it involves complex processes of interpretation and negotiation that do not have determinate outcomes. From this point of view, it is not clear that we can understand why people do what they do in terms of the simple sorts of causal relationships on which quantitative research focuses. Social life, it is suggested, is much more contextually variable and complex.
E Such criticisms of quantitative educational research have been the stimulus foran increasing number of educational researchers, over the past thirty or forty years, to adopt more qualitative approaches. These researchers have generally rejected attempts to measure and control variables experimentally or statistically. Qualitative research (定性研究)can take many forms; looselyindicated by such terms as ‘ethnography’, ‘case study’, ‘participant observation’, ‘life history’, ‘unstructured interviewing’, ‘discourse analysis’, etc. In general, though, it has the following characteristics:
F A strong emphasis on exploring the nature of particular educational phenomena, rather than setting out to test hypotheses about them. A tendency to work with ‘unstructured data’: that is, data that have not been coded at the point of collection in terms of a closed set of analytical categories. When engaging in observation, qualitative researchers therefore audio-or video-record what happens or write detailed open-ended field-notes, rather than coding behaviour in terms of a predefined set of categories, as would a quantitative researcher employing ‘systematic observation’. Similarly, when interviewing, open-ended questions will be asked rather than questions requiring predefined answers of the kind typical, for example, of postal questionnaires. In fact, qualitative interviews are often designed to be close in character to casual conversations.
G Typically, a small number of cases will be investigated in detail, rather than anyattempt being made to cover a large number, as would be the case in most quantitative research, such as systematic observational studies or social surveys. The analysis of the data involves explicit interpretations of the meanings and functions of human actions, and mainly takes the form of verbal descriptions and explanations. Quantification and statistical analysis play a subordinate role at most. The two areas of educational research where criticism of quantitative research and the development of qualitative approaches initially emerged most strongly were the sociology of education and evaluation studies. The trend towards qualitative research in the sociology of education began in the UK in the l960s with studies of a boys’grammar school, a boys’secondary modern school, and a girls’grammar school by Lacey, Hargreaves and Lambart. They employed an ethnographic or participant observation approach, though they also collected some quantitative data on, for example, friendship patterns among the pupils. These researchers observed lessons, interviewed teachers and pupils, and drew on school records. They studied the schools for relatively long periods, spending many months collecting data and tracing changes over time.
Questions 14-17
.............................................................................
Use the information in the passage to match the people(listed A-C)with experiment or
explanation below. Write the appropriate letters A-C in boxes 14-17 on your answer
sheet.
A Piaget
B Mehan
C Donaldson
14 a wrong answer indicate more of a child’s different perspective than incompetence in reasoning.
15 logical reasoning involving in the experiments is beyond children’s cognitive development.
16 Children’s reluctance to comply with game rules or miscommunication may be another explanation.
17 Kinds of experiments or tests are flawed essentially and will not justify by a more rigorous approach.
Questions 18-21
.............................................................................
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 18-21 0n your answer sheet.
Quantitative research in education has sparked debate that whether it is 18 in scientific area. Piaget’s experiment involved on children’s steps on development, which used equal amount of 19 in a couple of containers, to test if student would be able to judge their size. Another quantitative research was carried out by Mehan, he showed children a 20 , and requested children to make answers, but ultimately most of them failed. In 1960s, another method emerged along with
quantitative research, 21 in the UK were taken as experiment sites in application of the combined approach.
Questions 22-24 .............................................................................
Choose the correct letter, A to F.
Write your answers in boxes 22-24 0n your answer sheet.
Choose THREEcorrect statements of “qualitative research”features below:
A work with well-organised data in a closed set of analytical categories
B record researching situations and apply note taking
C design the interview to be in an atmosphere like easy conversation
D questionnaires full with details instead of loads of data
E questionnaires full of requiring open-ended answers
F code behaviour in terms of a predefined set of categories
Question25 .....................................................................................
Choose the correct letter, A, B, C or D.
Write your answers in boxes 25 0n your answer sheet.
What is the main idea of this passage?
A to educate children that quantitative research are most applicable
B to illustrate the society lack of deep comprehension of educational approach
C to explain that quantitative research ideas, characteristics from relatedcriticisms
D to imply that qualitative research is a flawless method compared with quantitative one
答案：
14. B
15. A
16. C
17. A
18. valid
19. liquid
20. picture
21. schools
22. B
23. C
24. E
25. C
Passage Three： 味觉文章介绍：主要讲解了味觉的相关知识，以及一些大家的误解 27. a new food flavor--flavor sensation
28.natural preference--taste preference
29.flavor has not been researched--molecular biologists
30.sensory analyzing data--studies reveal patterns of
31. Benefits to researching flavor--taste preference
37.brain activity and food input -- Firmenich
38.use genetic modification--chemical sense institute
39.matching textual qualities--university of Bath
40.identify elements-- Linguage 回忆6： 小作文：表格
题目：一个大学的调查报告
rating results of first-year students at a university over three courses from 5 aspects
大作文：报告类
Today，Many people spend less and less time in their homes. what’s the reason for it? What are the effects of this trend on individuals and society?
回忆7： 回忆8： 回忆9： 回忆10：
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、欧洲意大利罗马等城市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
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