發(fā)布時間: 2024年12月23日 16:50
The concept of childhood in the western countries
1. FALSE
2. FALSE
3. TRUE
4. NOT GIVEN
5. FALSE
6. NOT GIVEN
7. TRUE
8. history of childhood
9. miniature adults
10. industrialization
11. The factory Act
12. play and education
13. Classroom
Passage 2：新冰河時代
A New Ice Age
A
William Curry is a serious, sober climate scientist, not an art critic .But he has spent a lot of time perusing Emanuel Gottlieb Leutze’s famous painting “George Washington Crossing the Delaware,” which depicts a boatload of colonial American soldiers making their way to attack English and Hessian troops the day after Christmas in 1776. “Most people think these other guys in the boat are rowing, but they are actually pushing the ice away,” says Curry, tapping his finger on a reproduction of the painting. Sure enough, the lead oarsman is bashing the frozen river with his boot. “I grew up in Philadelphia. The place in this painting is 30 minutes away by car. I can tell you, this kind of thing just doesn’t happen anymore.”
B
But it may again soon. And ice-choked scenes, similar to those immortalized by the 16th-century Flemish painter Pieter Brueghel the Elder, may also return to Europe. His works, including the 1565 masterpiece “Hunters in the Snow,” make the now-temperate European landscapes look more like Lapland. Such frigid settings were commonplace during a period dating roughly from 1300 to 1850 because much of North America and Europe was in the throes of a little ice age. And now there is mounting evidence that the chill could return. A growing number of scientists believe conditions are ripe for another prolonged cool down, or small ice age. While no one is predicting a brutal ice sheet like the one that covered the Northern Hemisphere with glaciers (n. 冰川) about 12,000 years ago, the next cooling trend could drop average temperatures 5 degrees Fahrenheit over much of the United States and 10 degrees in the Northeast, northern Europe, and northern Asia.
C
“It could happen in 10 years,” says Terrence Joyce, who chairs the Woods Hole Physical Oceanography Department. “once it does, it can take hundreds of years to reverse.” And he is alarmed that Americans have yet to take the threat seriously.
D
A drop of 5 to 10 degrees entails much more than simply bumping up the thermostat and carrying on. Both economically and ecologically, such quick, persistent chilling could have devastating consequences. A 2002 report titled“Abrupt Climate Change: Inevitable Surprises,” produced by the National Academy of Sciences, pegged the cost from agricultural losses alone at $100 billion to $250 billion while also predicting that damage to ecologies could be vast and incalculable. A grim sampler: disappearing forests, increased housing expenses, dwindling freshwater, lower crop yields (n. 產(chǎn)量)，and accelerated species extinctions.
E
Political changes since the last ice age could make survival far more difficult for the world’s poor. During previous cooling periods, whole tribes simply picked up and moved south, but that option doesn’t work in the modern, tense world of closed borders. “To the extent that abrupt climate change may cause rapid and extensive changes of fortune for those who live off the land, the inability to migrate may remove one of the major safety nets for distressed people,” says the report.
F
But first things first. Isn’t the earth actually warming? Indeed it is, says Joyce. In his cluttered office, full of soft light from the foggy Cape Cod morning, he explains how such warming could actually be the surprising culprit of the next mini-ice age. The paradox is a result of the appearance over the past 30 years in the North Atlantic of huge rivers of fresh water the equivalent of a 10-foot-thick layer-mixed into the salty sea. No one is certain where the fresh torrents are coming from, but a prime suspect is melting (adj. 融化的) Arctic ice, caused by a buildup of carbon dioxide in the atmosphere that traps solar energy.
G
The freshwater trend is major news in ocean-science circles. Bob Dickson, a British oceanographer who sounded an alarm at a February conference in Honolulu, has termed the drop in salinity and temperature in the Labrador Sea— a body of water between northeastern Canada and Greenland that adjoins the Atlantic”arguably the largest full-depth changes observed in the modern instrumental oceanographic record.”
H
The trend could cause a little ice age by subverting the northern penetration of Gulf Stream waters. Normally, the Gulf Stream, laden with heat soaked up in the tropics, meanders up the east coasts of the United States and Canada. As it flows northward, the stream surrenders heat to the air. Because the prevailing North Atlantic winds blow eastward, a lot of the heat wafts to Europe. That’s why many scientists believe winter temperatures on the Continent are as much as 36 degrees Fahrenheit warmer than those in North America at the same latitude. Frigid Boston, for example, lies at almost precisely the same latitude as balmy Rome. And some scientists say the heat also warms Americans and Canadians. “It’s a real mistake to think of this solely as a European phenomenon,”says Joyce.
I
Having given up its heat to the air, the now-cooler water becomes denser and sinks into the North Atlantic by a mile or more in a process oceanographers call thermohaline circulation. This massive column of cascading cold is the main engine powering a deepwater current called the Great Ocean Conveyor that snakes through all the world’s oceans. But as the North Atlantic fills with freshwater, it grows less dense, making the waters carried northward by the Gulf Stream less able to sink. The new mass of relatively freshwater sits on top of the ocean like a big thermal blanket, threatening the thermohaline circulation. That in turn could make the Gulf Stream slow or veer southward. At some point, the whole system could simply shut down, and do so quickly. “There is increasing evidence that we are getting closer to a transition point, from which we can jump to a new state. Small changes, such as a couple of years of heavy precipitation or melting ice at high latitudes, could yield a big response,” says Joyce.
J
“You have all this freshwater sitting at high latitudes, and it can literally take hundreds of years to get rid of it,” Joyce says. So while the globe as a whole gets warmer by tiny fractions of 1 degree Fahrenheit annually, the North Atlantic region could, in a decade, get up to 10 degrees colder. What worries researchers at Woods Hole is that history is on the side of rapid shutdown. They know it has happened before.
Questions 14-16
14 The writer mentions the paintings in the first two paragraphs to illustrate
A that the two paintings are immortalized
B people’s different opinions
C a possible climate change happened 12,000 years ago
D the possibility of a small ice age in the future.
15 Why is it hard for the poor to survive the next cooling period?
A because people can’t remove themselves from the major safety nets.
B because politicians are voting against the movement.
C because migration seems impossible for the reason of closed borders.
D because climate changes accelerate the process of moving southward.
16 Why is the winter temperature in continental Europe higher than that in North
America?
A because heat is brought to Europe with the wind flow.
B because the eastward movement of freshwater continues.
C because Boston and Rome are at the same latitude.
D because the ice formation happens in North America.
Questions 17-21
Match each statement with the correct person A-D in the box below
NB You may use any letter more than once.
17 A quick climate change wreaks great disruption.
18 Most Americans are not prepared for the next cooling period.
19 A case of a change of ocean water is mentioned in a conference.
20 Global warming urges the appearance of the ice age.
21 The temperature will not drop to the same degree as it used to be.
List of People
A Bob Dickson
B Terrene Joyce
C William Curry
D National Academy of Science
答案
14-16 DCA 17-21 DBABC
22. heat 23. denser 24. Great Ocean Conveyer 25. Freshwater 26. southward
Passage 3：澳大利亞土壤鹽堿化
雅思閱讀練習技巧一、單詞詞義(meaning)上的理解
這個理解層面是最基礎的(the most basic)。因為要讀懂一篇文章在說什么，自然要知道每句話的意思，但是每句話意思的理解(understanding)又是建立在每個單詞的理解上。所以我們說要做好閱讀，詞匯量一直都是強調(diào)的重點(importance)。精讀雅思閱讀文章，第一步就是把文章中的生詞都解決掉。換句話說，就是利用字典(dictionary)把文章中不認識的單詞都查出來。我們以劍4上TEST1的PASSAGE1這篇文章為例(example)。這篇文章是講一個調(diào)查研究(investigation)關(guān)于孩子們對熱帶雨林的了解狀況。文章的第一句話Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. 這句話中常見的不認識的單詞可能有confronted, statements, alarming 和tropical rainforests. 所以要理解句子，我們就要把這幾個單詞的意思在字典中查找出來。Confront是指面臨、遭遇，statement是指聲明、陳述，alarming是指令人擔憂的，令人震驚的，tropical rainforest是指熱帶雨林。查找完這些詞的意思僅是第一步，因為光是把意思查找出來記憶(to memorize)并不深刻，所以建議(to suggest)大家可以準備一本單詞本，專門記錄(to record)文章中不認識的單詞。但是記錄下來還沒有完成文章詞義的理解，我們還要去具體分析(analyze)一下這些詞，尤其是動詞(verb)，要注意查找其同義詞和反義詞(opposite)。例如confront 這個詞是一個動詞，它的同義詞有encounter, 意思都有遭遇，對抗的意思，但是區(qū)別有encounter常用于軍事方面(army)。Statement是一個名詞(noun)，它是state加ment，由動詞state變成名詞，其同義詞有announcement、declaration等。而動詞state除了有聲明、陳述的意思以外，還有作為名詞州(state)、國家(country)以及形容詞國家的'，國有的，正式的等含義(meaning)。而alarming則是由動詞alarm加上ing變成形容詞，alarm的意思是恐嚇、警告，同時也有名詞意義為警報、恐慌。最后tropical的意思是熱帶的，tropical rainforest為熱帶雨林，那么可以引申出其他的類似(similar)詞匯，例如溫帶就是temperate zone, 寒帶就是frigid zone，極地就是polar region。
從一個詞匯可以引申出一系列(a series of)的詞匯，尤其是同義詞，這在以后的閱讀理解上也是非常有幫助的(helpful)，因為雅思閱讀很多時候都是在考察學生的 paraphrasing同義轉(zhuǎn)換的能力(ability)。所以如果在精讀詞匯的時候有意識的(conscious)去學習和認識同義詞，對閱讀能力的提高(improvement)大有裨益。當然在精讀的單詞挑選上我們也有一定的原則(rule)，并不是所有的單詞都值得去精讀。主要挑選的單詞最好是具有普遍(general)含義的動詞、形容詞，其次是副詞和名詞。而那些比較難比較偏的名詞是不適合精讀的，基本上以認知為主就可以。
二、句子的分析和理解(understanding)
句子的分析和理解最好是結(jié)合題目來做。因為之前已經(jīng)做過題目也對過答案，因此對于答案與文章對應的(correspondent)句子應該有所了解，那么分析起來就更具有針對性。同樣以上文提到的文章為例。這篇文章的第四題是一道判斷題(judgment)，題目為The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them. 題目的意思是孩子們關(guān)于科學的觀點是融合在一個比較大的想法框架中的，這個事實意味著如果要改變孩子們的觀點也還是相對容易的。這道題目在文章中對對應的相關(guān)句子是These misconceptions do not remain isolated but become incorporated into a multifaceted, but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. 這句話是一句難句(a difficult sentence)，中間有不少的插入成分來影響(influence)我們對句子的理解，但是如果我們從句子主干開始分析，一步一步，就能把整個脈絡梳理清楚。這句話的主語是 misconceptions, 這些錯誤的觀點或想法，然后用了一個not….but…的結(jié)構(gòu)(structure)，告示我們這種錯誤(mistake)的觀點不會是一直孤立的(isolated)，而是會合并到一個框架體系(system)中，framework之前的multifaceted, but organized, conceptual都是修飾這個framework的特征的(characteristic)，也就是這個框架體系是多方面的，有序的以及有概念(concept)系統(tǒng)的。接下來的句子則要理解2個代詞所指代的意義，一個是making it 中的it, 還有一個是some of which 中的which. It 指的是一個單數(shù)名詞(single noun)概念，而它之前就一個單數(shù)名詞，就是framework, 而which 前離它最近的名詞是ideas，所以它所指代的就是component ideas. 搞清楚了這2個代詞所指代的內(nèi)容，后面半句話也就容易理解了，意思是可以使這個概念體系及構(gòu)成這個體系的思想(mind)——其中一部分是錯誤的——更加健全，同時也更加容易得到修正(revised)。從這個分析上來看，題目的意思和文章相關(guān)句子的意思一致，所以判斷題目是TRUE，正確的。因此要分析清楚雅思閱讀文章的句子結(jié)構(gòu)，最有效的方法還是從句子的主干著手，然后再分析其修飾成分(mortified)，然后再用中文的思路去組織句意。當然重點分析的句子還是以與題目相關(guān)的句子為主，有些比較簡單的句子就不需要花太多時間(too much time)。
三、文章宏觀結(jié)構(gòu)上的分析(analysis)
這一點是一個更高程度的精讀要求(requirement)，是對基礎比較好的學生來說應該去學會的一種精讀方法(way)。雅思閱讀文章大多是學術(shù)類氣息濃厚的文章，因此多以說明文和議論文為主，而內(nèi)容上也多關(guān)于調(diào)查研究報告，實驗結(jié)果，課題研究以及其他自然(nature)原理現(xiàn)象說明的內(nèi)容。所以文章結(jié)構(gòu)很多會有類似(similar)。如果能分析出相似題材的文章結(jié)構(gòu)(essay structure)，那么對做目前來說大家都頭疼的段落細節(jié)配對題(matching)是有很大的幫助的。同樣以雨林那篇文章為例。這篇文章是比較典型的(typical)調(diào)查研究報告類說明文，文章的結(jié)構(gòu)脈絡比較清晰(clear)。在經(jīng)過上面兩步驟的精讀后，對文章的內(nèi)容理解應該已經(jīng)不成問題，現(xiàn)在要做的就是去掉外皮，將其骨骼提煉出來。文章分為11個小段落(paragraph)，前3段是調(diào)查研究的背景(background)介紹，后面的4到9段介紹了調(diào)查的具體內(nèi)容，也就是5個開放式問題孩子們給出的答案及分析，最后2段進行了總結(jié)(summary)和對接下來調(diào)查的預期(prediction)。所以文章的總體結(jié)構(gòu)和調(diào)查研究報告類文章是類似的，背景介紹——調(diào)查具體內(nèi)容結(jié)果——總結(jié)51ielts預測，以后如果遇到類似的調(diào)查研究報告類文章最有可能的(impossible)行文結(jié)構(gòu)也是這樣，那么如果出了相關(guān)的段落細節(jié)配對題就可以利用文章結(jié)構(gòu)快速定位(locate)相關(guān)的段落然后再進行選擇，有了正確的范圍(scope)，那么正確率也就大大提高了。
雅思考試閱讀簡答題解答技巧第一、明確答案的字數(shù)限制。
對字數(shù)限制的要求會出現(xiàn)在題目要求中，通常是以“NO MORE THAN THREE WORDS”或“NO MORE THAN THREE WORDS AND/OR A NUMBER”的形式出現(xiàn)，因此大家要仔細閱讀題目要求。
第二、閱讀題目，劃出題干中出現(xiàn)的定位詞，并對所填答案的詞性或其他特征進行預判。
劃出的定位詞應具備以下兩個特點：①不容易被同義替換;②特征明顯、易于查找。對于所填答案的詞性或其他相關(guān)特征，大家可通過特殊疑問詞及其在句中所指代的成分進行判斷。
第三，根據(jù)題干定位詞回原文查找相關(guān)答案信息出現(xiàn)的地方。
只有定位詞出現(xiàn)的地方才有可能出現(xiàn)題目答案，所以大家應重視訓練自己的快速定位能力。
第四，定位到答案信息后，閱讀定位詞所在的原文內(nèi)容，結(jié)合對所填答案特征的預判確定最終的題目答案。
同學們應認真閱讀讀懂定位到的原文內(nèi)容，確認該原文內(nèi)容與題干是否構(gòu)成同義表述，在構(gòu)成同義表述的原文內(nèi)容中找出應填答案，并確保所填答案與題目的內(nèi)容要求相一致。除此之外，還應再確認一下所填答案的特征或詞性是否與自己的預判。
劍橋雅思每個版本都是四套題。具體內(nèi)容可參考以下擴展資料。
擴展資料：
《劍橋雅思考試全真試題集9》內(nèi)容簡介
包含如下內(nèi)容：
1、4套完整的學術(shù)類雅思全真試題；
2、2套培訓類雅思閱讀與寫作全真試題；
3、各種題型的全面介紹以及劍橋大學考試委員會采用的評分系統(tǒng)解析；
4、2張聽力錄音光盤。
參考資料來源：百度百科-劍橋雅思考試全真試題集9
一、基本的訓練材料。
首先 cambridge university press 出的材料。所有的雅思試題都是由cambridge
university考試委員會出的，所以選用復習材料第一選cambridge university
press出的材料。雖說可能有點難，但你必須適應它，它的難度可以說就是雅思的難度。
2. 慎用澳大利亞出的材料，一般他們的難度偏低。
下面給大家推薦一些雅思復習資料
二、綜合類雅思復習資料：
《how to prepare for ielts》其他任何備考書都可以不買，這本必須買!用過的人都說，這是目前最接近雅思真題的材料了。
我也非常喜歡這本書，老外寫的,建議用法：初期可以看這本書，了解題型，分項練習。最后有4個paper,閱讀有難度，可以復習中后期做。
《insight into
ielts》由劍橋大學雅思培訓專家編寫,劍橋大學出版社出版。系英聯(lián)邦國家雅思培訓機構(gòu)專用教材。此書提供的實例,特別是聽力口語資料均選自雅思考試庫，最為接近雅思考試真題。此書有雅思培訓“圣經(jīng)”之稱。屬于雅思殺手級材料。
2004年，出品了姊妹篇《insight into ielts extra》。
《101 helpful hints for ielts 》、《202 useful exercises for
ielts》，雖說可能有些過時了，但確是很重要的基礎訓練教材。尤其是內(nèi)容基本涵蓋了Australia的背景，另外對數(shù)字和字母的發(fā)音訓練極其有用。
覺得確實是過時了，就是好題外面的書也能找到。
《focus on ielts 》 劍橋剛出不久，基本上囊括所有背景知識與詞匯。
《cambrdige ielts 1》、《cambrdige ielts 2》、《cambrdige ielts
3》每本書帶有4套a類訓練題、2套g類訓練題。不用多說了，建議留幾套,考前拿來作模擬考試訓練。
我建議大家好好研究雅思劍3，有烤鴨專門鉆研書本的聽力，不斷精聽，聽記原文，精讀劍橋閱讀文章，吸取好的句型和表達，寫作也有了提高。書后的寫作范文也值得好好學習。
你好，很高興為你解答，雅思真題資料下載，祝你考試成功！
下面分享雅思真題應該如何正確使用？供大家參考，希望對大家有幫助！
雅思考試真題使用步驟解析第一步：縱做
即分題型練習，進行與再次備考的初期。雅思學術(shù)類閱讀考試分為10類題型，按照在考試中出現(xiàn)頻率高低分成五個大題型和五個小題型（具體見下表）?！盎貭t”考生可將此步驟細致化，按照10種不同的題型進行分項練習。按照最新的雅思閱讀考試命題趨勢，考生可將復習重點集中在Matching（尤其是段落Matching）、Summary和ListofHeadings上，多花一些時間進行練習。練習雅思考試真題的最終目的仍是熟悉解題步驟、揣摩出題思路以及總結(jié)解題技巧。
雅思考試真題使用步驟解析第二步：橫做
即套題練習，進行與再次備考的中期。在此輪復習當中考生可將之前做過的題目答案擦去，按照劍橋系列真題本身的編排進行套題訓練，并且在練習時嚴格控制做題時間，提高解題效率壓縮做題時間。一般推薦套題練習數(shù)量不得低于6套。
雅思考試真題使用步驟解析第三步：?？?/p>
在考前一周進行沖刺，推薦使用《劍6》。每隔一天練習一套真題，嚴格控制時間及考試模式（包括時間段和答題紙），并且認真分析總結(jié)?？忌€需按照套題中出現(xiàn)題型回憶復習該類題型的解題思路及技巧，必要時可以翻看練習舊題。
TIME: 5-7'
HOW IQ BECOMES IQ
In 1904 the French minister of education, facing limited resources for schooling, sought a way to separate the unable from the merely lazy. Alfred Binet got the job of devising selection principles and his brilliant solution put a stamp on the study of intelligence and was the forerunner of intelligence tests still used today. He developed a thirty-problem test in 1905, which tapped several abilities related to intellect, such as judgment and reasoning. The test determined a given child's mental age'. The test previously established a norm for children of a given physical age. For example, five-year-olds on average get ten items correct, therefore, a child with a mental age of five should score 10, which would mean that he or she was functioning pretty much as others of that age. The child's mental age was then compared to his physical age.
A large disparity in the wrong direction (e.g., a child of nine with a mental age of four) might suggest inability rather than laziness and means that he or she was earmarked for special schooling. Binet, however, denied that the test was measuring intelligence and said that its purpose was simply diagnostic, for selection only. This message was however lost and caused many problems and misunderstandings later.
Although Binet's test was popular, it was a bit inconvenient to deal with a variety of physical and mental ages. So, in 1912, Wilhelm Stern suggested simplifying this by reducing the two to a single number. He divided the mental age by the physical age and multiplied the result by 100. An average child, irrespective of age, would score 100. a number much lower than 100 would suggest the need for help and one much higher would suggest a child well ahead of his peer.
This measurement is what is now termed the IQ (intelligence quotient) score and it has evolved to be used to show how a person, adult or child, performed in relation to others. The term IQ was coined by Lewis m. Terman, professor of psychology and education of Stanford University, in 1916. He had constructed an enormously influential revision of Binet's test, called the Stanford-Binet test, versions of which are still given extensively.
The field studying intelligence and developing tests eventually coalesced into a sub-field of psychology called psychometrics (psycho for ‘mind' and metrics for 'measurements'). The practical side of psychometrics (the development and use of tests) became widespread quite early, by 1917, when Einstein published his grand theory of relativity, mass-scale testing was already in use.
Germany's unrestricted submarine warfare (which led to the sinking of the Lusitania in 1915) provoked the United States to finally enter the first world war in the same year. The military had to build up an army very quickly and it had two million inductees to sort out. Who would become officers and who enlisted men? Psychometricians developed two intelligence tests that helped sort all these people out, at least to some extent. This was the first major use of testing to decide who lived and who died since officers were a lot safer on the battlefield. The tests themselves were given under horrendously bad conditions and the examiners seemed to lack common sense. A lot of recruits simply had no idea what to do and in several sessions most inductees scored zero! The examiners also came up with the quite astounding conclusion from the testing that the average American adult's intelligence was equal to that of a thirteen-year-old!
Nevertheless, the ability for various authorities to classify people on scientifically justifiable premises was too convenient and significant to be dismissed lightly, so with all good astounding intentions and often over enthusiasm, society's affinity for psychological testing proliferated.
Back in Europe, Sir Cyril Burt, professor of psychology at University College London from 1931 to 1950, was a prominent figure for his contribution to the field. He was a firm advocate of intelligence testing and his ideas fitted in well with English cultural ideas of elitism. A government committee in 1943 used some of Burt's ideas in devising a rather primitive typology on children's intellectual behavior. All were tested at age eleven and the top 15 or 20 per cent went to grammar schools with good teachers and a fast pace of work to prepare for the few university places available. A lot of very bright working-class children, who otherwise would never have succeeded, made it to grammar schools and universities.
The system for the rest was however disastrous. These children attended lesser secondary or technical schools and faced the prospect of eventual education oblivion. They felt like dumb failures, which having been officially and scientifically branded. No wonder their motivation to study plummeted. It was not until 1974 that the public education system was finally reformed. Nowadays it is believed that Burt has fabricated a lot of his data. Having an obsession that intelligence is largely genetic, he apparently made up twin studies, which supported this idea, at the same time inventing two co-workers who were supposed to have gathered the results.
Intelligence testing enforced political and social prejudice and their results were used to argue that Jews ought to be kept out of the United States because they were so intelligently inferior that they would pollute the racial mix. And blacks ought not to be allowed to breed at all. Abuse and test bias controversies continued to plaque psychometrics.
Measurement is fundamental to science and technology. Science often advances in leaps and bounds when measurement devices improve. Psychometrics has long tried to develop ways to gauge psychological qualities such as intelligence and more specific abilities, anxiety, extroversion, emotional stability, compatibility with marriage partner and so on. Their scores are often given enormous weight. A single IQ measurement can take on a life of its own if teachers and parents see it as definitive. It became a major issue in the 70s when court cases were launched to stop anyone from making important decisions based on IQ test scores. the main criticism was and still is that current tests don't really measure intelligence. Whether intelligence can be measured at all is still controversial. some say it cannot while others say that IQ tests are psychology's greatest accomplishments.
可以選擇5-9冊，主要是熟悉雅思的題型，前面幾冊太老有些不符合現(xiàn)在的雅思出題思路。劍橋雅思考試全真試題集是劍橋大學出版社出版的圖書，由劍橋大學考試委員會編寫。本書介紹了4套完整的學術(shù)類雅思全真試題，2套培訓類雅思閱讀與寫作全真試題等內(nèi)容。
本書由以下內(nèi)容構(gòu)成：4套完整的學術(shù)類雅思全真試題，2套培訓類雅思閱讀與寫作全真試題，各種題型的全面介紹以及劍橋大學考試委員會采用的評分系統(tǒng)解析。
相關(guān)信息
雅思考試堅持溝通為本的理念，在全球首創(chuàng)從聽、說、讀、寫四方面進行英語能力全面考核的國際考試，能夠立體綜合地精準測評考生的英語語言運用能力。作為全球認可度較高的國際英語測試，雅思考試獲得全球超過140多個國家和地區(qū)的10,000所院校機構(gòu)的認可。
在中國，雅思和普思繼與歐洲語言共同參考框架實現(xiàn)對接后，成為率先與中國英語能力等級量表開展對接研究的國際英語考試。2019年1月15日，中國教育部考試中心與英國文化教育協(xié)會在京聯(lián)合發(fā)布雅思、普思考試與中國英語能力等級量表對接研究結(jié)果。
雅思成為率先完成與中國英語能力等級量表對接的考試。對接結(jié)果呈現(xiàn)了雅思、普思考試各技能和總成績對應中國英語能力等級量表相關(guān)等級的臨界分數(shù)。
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