剑桥雅思9Test2雅思听力Section1答案解析

Question 1—6：H、C、B、I、D、AQuestion 7—10：two decades、crowd(noise、invisible(disabilities/disability、invisible(disabilities/disabilityQuestion 11—12：A、C剑桥雅思9Passage1整体分析体裁说明文题材科技应用主题青少年的听力障碍及应对措施段落概括A 段引出话题，并概要性介绍新西兰卫生部对本国青少年听力障碍的相关研究数据。

B 段教室噪音是教师和学生最关注的问题。

C 段相关国际机构也开始关注噪音在传统教学中对孩子的影响。

D 段听力障碍的几种常见病症E 段自闭症的典型特征及其对孩子学习上的影响F 段注意力不集中症的典型特征及其对孩子学习上的影响G 段隐形听力障碍儿童在学习环境中的受关注度愈加不够。

H 段新西兰政府应对儿童听力障碍的新举措。

I 段其他国家的类似效仿措施重点词汇A段impairment n.障碍；损害；损伤impact n.影响consequence n.结果；后果；影响auditory adj.听觉的deficit n.瑕疵；不足；赤字；亏损detrimental adj.有害的；不利的individual n.个体decade n.十年B段preliminary adj.初步的，初级的；预备的acoustics n.（空间的）传声效果mechanical adj.机械的air-conditioning n.空调comprehend v.理解，领悟collaborative adj.合作的，协作的heighten v.（使）加深，加剧exacerbate v.使恶化，使加剧concern n.令人担忧的亊；忧虑practice n.通常做法；惯例；练习ventilation n.空气流通，通风contribute to 导致；促成；有助于trend n.趋势interaction n.互动possession n.拥有；占有；财产potential n.可能性；潜在性；潜力C段maximum adj.最大的；最高的environment n.环境reverberation n.回声；回响generate v.造成；引起；产生evaluate v.评估D段disability n.残疾ASD 自闭症vulnerable adj.易受伤的ADD/ADHD 精神不集中E段autism n.孤独症，自闭症genetic adj.基因的；遗传的life-long adj.早生的；终生的sensory stimuli 感官刺激intrusive adj.打扰的；侵扰的adversely adv.不利地，有害地F段indicative adj.指示的；象征的；暗示的disinhibition n.抑制解除distraction n.分散注意力的事；使人分心的事sustaining adj.持续的；支持的persistence n.坚持，坚持不懈screen out 筛选出neurological adj.神经学的，神经系统的discrepancy n.差异；不一致distressing adj.使人痛苦的；令人苦恼的G段isolate v.使隔离；使孤立；单独考虑；区别看待strategy n.策略construction n.建筑物；建设thorough adj.彻底的undiagnosed adj.未确诊的penetrate v.进入；穿过；穿透；渗入optimum adj.最优的，最佳的；最适宜的investigation n.调查；审查H段embark on 着手：开始做barrier n.障碍consultation n.咨询objective n.目标I段formulate v.形成；构想imperative adj.必要的standard n.标准promulgate v.公布；颁布；宣扬精解Questions 1-6题型：段落信息配对题MATCHING解析：该题型是雅思阅读中的五星级难题，即乱序，出题思路点也很繁杂；所以尽管它通常为文章之后的第一个题型，但是在解答阅读套题时，建议考生最后再解决它。

雅思听力9分解题步骤详解雅思听力涉及国外生活的方方面面，如果听不懂在国外生活就有些难度，大家也都知道想要取得雅思听力高分容易，但是雅思听力满分就很少了，下面是雅思听力生存、文化、课上、课下的相关介绍：Section 1 称之为Survival(生存听力)，very basic.要是连这一部分都听不懂，就没法在国外生活。

这部分听力涉及的是国外生活的方方面面，如租房、旅行、咨询、看病等。

由于原本就已经包罗万象。

备考时，只要准备全面，熟悉各场景考查的重点方面，以及一些核心词汇，再在考前辅以机经词汇，就足以应付了。

Section 2 应该称之为Culture(文化听力)，a little more depth.这一部分主要是向考生们介绍英国，澳大利亚等国的风土人情，如传统节日、特色旅游、电台节目、社交生活、校园生活等。

但随着内容的扩充，难度也在扩大，S2在09出了很多的新题，这还不是最可怕的，因为新题虽多，还入窠臼，新题仍然脱不了一个大范围——英联邦国家的文化特色。

最可怕的是在题型上足足比S1上了一个重量级，比如Paraphrasing的难度会增加，会出现更多的Distractive information和keyword postposition.所以在熟悉场景主要内容的基础上，考生们要更加注重依靠一些…手段‟，也就是解题必要的Skills.Section 3 是Off Class(课下听力)，the most predictable.S3最可爱的地方在场景易于预测，它的大部分场景都限定在了课前的Course Selection和课后的Tutorial &Off Class Discussion，而且新年也不会有大的突破，多年来如此……这样一来，熟悉场景的同学在短短的30“读题完毕之后，就能预测出录音的大致内容。

再加上题型难度上S3比起S2上升的不多，辅以熟练的解题…手段‟，考生们完全可以把S3的”争分“变为”保分“。

剑桥雅思9Test2雅思听力Section2答案解析SECTION 2谈话场景：旅游场景人物关系：导游谈话话题：向新会员介绍位于英国南部的Wildlife Club剑桥雅思9Test2雅思听力Section2答案解析交际与语言表达1. 本部分采用了独白(monologue)的形式，介绍了伦敦附近的一些公园和开放性区域。

I’ll start by telling you about some of the parks and open spaces nearby(首先，我将会给大家讲一下附近的一些公园和开放性区域)，其中“by”有“通过、凭借”之意，表示一种手段或方式。

2. 接下来这位介绍者介绍了一个地方：This has been public land for hundreds of years…，其中“hundreds of years”表示“数百年”，通常我们会看到“hundreds of people”表示“数百人”。

3. Then t here’s Holt Island, which is noted for its great range of trees. 其中“which”是关系代词，指代前面的“Holt Island”。

4. 然后介绍者又说Longfield Park has a programme of activities throughout the year…(Longfiled 公园全年都有活动)，“throughout”表示“自始至终，一直”之意，同“during”。

5. On Monday you can le arn about herbs…(周一你能了解一些关于草药的知识)，其中，指具体某一天时要用介词“on”，而不用“in 或at”，比如on Monday;in the evening 表示“在晚上(未说明具体时间点)”;at weekend 则表示“在周末(未说明具体哪一天)”。

Test 3 ListeningSection 1【场景介绍】电话咨询旅游住宿及保险情况。

顾客与旅游公司员工之间的对话，谈到了四处不同住所的设施，价格，特色以及旅游保险的权益及最大理赔额。

Questions 1-5真题类型：表格填空题目分析：题号原文定位要点解析难度系数1It isn’t far from the beach,either—only 300 metre s…not far fromthe beach提示本题答案即将出现，接下来的数字描述了具体的距离。

正确答案：300★2Ther are just two moreapartments to ask you about.I think you meant theSunshade Apartments.Two moreapartments提示本题答案即将出现，通过预测可知此处应为专有名词，可根据发音进行拼写，注意专有名词首字母大写，另外注意合成★★词的拼写。

正确答案：Sunshade3It’s a older style house withGreek paintings in everyroom, and a balcony outside.根据顺序原则比较容易捕捉到答案所在之处，此题单词辨音与拼写是关键。

正确答案：balcony★4What are the views like?Well, there are forests allround and…此题与上一题相距较近，容易漏听。

正确答案：forest/forests★5And the price?￡319 at that time, but…此题较为简单，审题时注意到此处应为数字就很容易得到答案。

注意题中已给出货币符号，这里只填入数字即可，另外注意319和390读音的不同。

正确答案：★319Questions 6-10真题类型：表格填空题目分析：题号原文定位要点解析难度系数6Well, the first thing is cancellation.If the holiday’s cancelled…,youcan claim ￡8,000.For Greek Island holidays, ourmaximum is ￡10,000. Cancellation, cancelled 的出现提示本题答案即将出现。

雅思为各位考生推荐复习材料-剑桥雅思9Test2Passage1阅读参考译文-帮助新西兰听觉障碍儿童,相应的解析，请点击：剑桥雅思9Test2阅读Passage1答案解析。

PASSAGE 1 参考译文：帮助新西兰听觉障碍儿童A儿童的听觉障碍或其他听觉功能的缺陷会对他们的言语与交流能力的发展产生重大的影响，导致他们在学校的学习能力也受到不利影响。

这对个人甚至全体人民来讲都很可能会产生重大后果。

新西兰卫生部从一项进行了 20多年的研究中发现该国有6%到10%的孩子有听觉障碍。

B新西兰的一项初步研究显示，教室噪音是老师和学生关注的一大问题。

现代教学实践活动、教室中课桌的布局、糟糕的音响效果以及空调通风口产生的噪音，都使许多孩子无法听清老师所讲的内容。

教育研究者Nelson与Soli也表明，现代学习方式中多种思想与方法协作交互获取信息与个人获取信息同等重要。

而这一切都意味着活动量与噪音级别的增加，这对患有听觉功能障碍的孩子产生的潜在影响尤为严重。

教室噪音只会加重他们在与同学进行语言沟通时的误解,并且使他们无法很好地理解教师的指示。

C教室噪音使患有听觉缺陷的孩子在学习中不能发挥他们的最大潜能。

在典型的课堂环境中，噪音对孩子们髙效学习能力的影响越来越受到人们的关注。

在世界卫生组织的建议下，国际噪声控制工程学会 (I-INCE)成立了一个国际工作小组来评估学校教室噪音与回声控制，新西兰也是小组成员。

D虽然教室噪音不只会给残疾孩子带来不利影响，但是那些在语言沟通方面有障碍的孩子们显然是更大的受害者。

所谓的听觉功能缺陷包括听觉障碍、自闭症谱系障碍(ASD)和注意力缺陷障碍(ADD/ ADHD，也称“注意力缺乏症”)。

E自闭症被认为是一种由神经系统与遗产基因紊乱引起的终生疾病，患者在处理信息时会产生偏差。

这种疾病的特点是社会想象力、社会交往与社会互动之间出现了问题。

根据Janzen 的说法，这种疾病影响了人们的多种能力：比如以正常方式理解并与他人相处的能力、了解事件及其周遭事物的能力，以及理解或回应感官刺激的能力。

Test 2LISTENING SECTION 1 Questions 1-10Complete the form below.Write ONE WORD AND/OR A NUMBER for each answer.SECTION 2 Questions 11-20Questions 11-13Complete the table below.Write NO MORE THAN THREE WORDS for each answer.Parks and open spacesQuestions 14-16Choose the correct letter, A, B or C.Longfield Park14As part of Monday’s activity, visitors willA prepare food with herbs.B meet a well-known herbalist.C dye cloth with herbs.15 For the activity on Wednesday,A only group bookings are accepted.B visitors should book in advance.C attendance is free.16 For the activity on Saturday, visitors shouldA come in suitable clothing.B make sure they are able to stay for the whole day.C tell the rangers before the event what they wish to do. Questions 17-20Label the map below.Write the correct letter, A-I, next to questions 17-20.Hinchingbrooke Park17 bird hide ______18 dog-walking area ______19 flower garden ______20 wooded area ______SECTION 3 Questions 21-30Questions 21-24Choose the correct letter, A, B or C.Self-Access Centre21 Students want to keep the Self-Access Centre becauseA they enjoy the variety of equipment.B they like being able to work on their own.C it is important part of their studies.22 Some teachers would prefer toA close the Self-Access Centre.B move the Self-Access Centre elsewhere.C restrict access to the Self-Access Centre.23The students’ main concern about using the library would beA the size of the library.B difficulty in getting help.C the lack of materials.24 The Director of Studies is concerned aboutA the cost of upgrading the centre.B the lack of space in the centre.C the difficulty in supervising the centre.Questions 25-30Complete the notes below.Write NO MORE THAN WORDS for each answer.SECTION 4 Questions 31-40 Complete the notes below.Write ONE WORD ONLY for each answer.READINGREADING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.A.Hearing impairment or other auditory function deficit in young children can havea major impact on their development of speech and communication, resulting ina detrimental effect on their ability to learn at school. This is likely to have majorconsequences for the individual and the population as a whole. The NewZealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.B. A preliminary study in New Zealand has shown that classroom noise presents amajor concern for teachers and pupils. Modern teaching practices, theorganization of desks in the classroom, poor classroom acoustics, andmechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Educationresearchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for childrenexperiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication withother children and instructions from the teacher.C.Children with auditory function deficit are potentially failing to learn to theirmaximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroomenvironments are now the subject of increasing concern. The InternationalInstitute of Noise Control Engineering (I-INCE), on the advice of the WorldHealth Organization, has established an international working party, whichincludes New Zealand, to evaluate noise and reverberation control for schoolrooms.D.While the detrimental effects of noise in classroom situations are not limited tochildren experiencing disability, those with a disability that affects theirprocessing of speech and verbal communication could be extremely vulnerable.The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).E.Autism is considered a neurological and genetic life-long disorder that causesdiscrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbalinformation and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to beadversely affected in their ability to process information.F.The attention deficit disorders are indicative of neurological and geneticdisorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity.Background noise in the classroom becomes a major distraction, which canaffect their ability to concentrate.G.Children experiencing an auditory function deficit can often find speech andcommunication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generatedinside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change inclassroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form ofauditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities.Their needs are less likely to be met than those of children with knowndisabilities.H.The New Zealand Government has developed a New Zealand Disability Strategyand has embarked on a wide-ranging consultation process. The strategyrecognizes that people experiencing disability face significant barriers inachieving a full quality of life in areas such as attitude, education, employment and access to service. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successfuleducation, the learning environment is vitally significant, so any effort toimprove this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.I. A number of countries are already in the process of formulating their ownstandards for the control and reduction of classroom noise. New Zealand willprobably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to thosestudents experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in thesetting of appropriate international standards to be promulgated in future. Questions 1-6Reading Passage 1 has nine sections, A-I.Which section contains the following information?Write the correct letter, A-I, in boxes 1-6 on your answer sheet.1 an account of a national policy initiative2 a description of a global team effort3 a hypothesis as to one reason behind the growth in classroom noise4 a demand for suitable worldwide regulations5 a list of medical conditions which place some children more at risk from noisethan others6 the estimated proportion of children in New Zealand with auditory problems Questions 7-10Answer the questions below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 7-10 on your answer sheet.7 For what period of time has hearing loss in schoolchildren been studied in NewZealand?8 In addition to machinery noise, what other type of noise can upset children withautism?9 What term is used to describe the hearing problems of schoolchildren whichhave not been diagnosed?10 What part of the New Zealand Disability Strategy aims to give schoolchildrenequal opportunity?Questions 11 and 12Choose TWO letters, A-F.Write the correct letters in boxes 11 and 12 on your answer sheet.The list below includes factors contributing to classroom noise.Which TWO are mentioned by the writer of the passage?A current teaching methodsB echoing corridorsC cooling systemsD large class sizesE loud-voiced teachersF playground gamesQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in box 13 on your answer sheet.What is the writer’s overall purpose in writing this article?A to compare different methods of dealing with auditory problemsB to provide solutions for overly noisy learning environmentsC to increase awareness of the situation of children with auditory problemsD to promote New Zealand as a model for other countries to followREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Venus in transitJune 2004 saw the first passage, known as a ‘transit’, of the planet Venus across the face of the sun in 122 years. Transits have helped shape our view of the whole Universe, as Heather Cooper and Nigel Henbest explainA.On 8 June 2004, more than half the population of the world were treated to arare astronomical event. For over six hours, the planet Venus steadily inched its way over the surface of the Sun. This ‘transit’ of Venus was the first since 6December 1882. On that occasion, the American astronomer Professor Simon Newcomb led a party to South Africa to observe the event. They were based at girls’ school, where— it is alleged — the combined forces of threeschoolmistresses outperformed the professionals with the accuracy of theirobservations.B.For centuries, transits of Venus have drawn explorers and astronomers alike tothe four corners of the globe. And you can put it all down to the extraordinary polymath Edmond Halley. In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St Helena in the South Pacific. He realized that, from different latitudes, the passage of the planetacross the Sun’s disc would appear to differ. By timing the transit from twowidely-separated locations, teams of astronomers could calculate the parallax angle — the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allowastronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun. This distance is known as the ‘astronomical unit’ or AU.C.Halley was aware that the AU was one of the most fundamental of allastronomical measurements. Johannes Kepler, in the early 17th century, hadshown that the distances of the planets from the Sun governed their orbitalspeeds, which were easily measurable. But no-one had found a way to calculate accurate distances to the planets from the Earth. The goal was to measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale of the Solar System would fall into place. However, Halley realized thatMercury was so far away that its parallax angle would be very difficult todetermine. As Venus was closer to the Earth, its parallax angle would be larger, and Halley worked out that by using Venus it would be possible to measure the Sun’s distanc e to 1 part in 500. But there was a problem: transits of Venus,unlike those of Mercury, are rare, occurring in pairs roughly eight years apartevery hundred or so years. Nevertheless, he accurately predicted that Venuswould cross the fact of the Sun in both 1761 and 1769 —though he didn’tsurvive to see either.D.Inspired by Halley’s suggestion of a way to pin down the scale of the SolarSystem, teams of British and French astronomers set out on expeditions toplaces as diverse as India and Siberia. But th ings weren’t helped by Britain and France being at war. The person who deserves most sympathy is the Frechastronomer Guillaume Le Gentil. He was thwarted by the fact that the Britishwere besieging his observation site at Pondicherry in India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit — but the ship’s pitching and rolling ruled out any attempt at making accurate observations.Undaunted, he remained south of the equator, keeping himself busy by studying the islands of Maurtius and Madagascar before setting off to observe the next transit in the Philippines. Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispirting experience.E.While the early transit timings were as precise as instruments would allow, themeasurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular-which makes it difficult toestablish timings. This is due to diffraction of light. The second problem is that Venus exhibits a halo of light when it is seen just outside the sun’s disc. While this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.F.But astronomers laboured hard to analyse the results of these expeditions toobserve Venus transits. Johann Franz Encke, Director of the Berlin Observatory,finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today’s value of 149,597,870 km, determined by radar, which has now supersededtransits and all other methods in accuracy. The AU is a cosmic measuring rod, and the basis of how we scale the Universe today. The parallax principle can be extended to measure the distances to the stars. If we look at a star in January-when Earth is at one point in its orbit-it will seem to be in a different position from where it appears six months late. Knowing the width of Earth’s orbit, the parallax shift lets astronomers calculate the distance.G.June 2004’s transit of Venus was thus more of an astronomical spectacle than ascientifically important event. But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos-detecting Earth-sized planets orbiting other stars.Questions 14-17Reading Passage 2 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter, A-G, in boxes 14-17 on your answer sheet.14 examples of different ways in which the parallax principle has been applied15 a description of an event which prevented a transit observation16 a statement about potential future discoveries leading on from transitobservations17 a description of physical states connected with Venus which early astronomicalinstruments failed to overcomeQuestions 18-21Look at the following statements (Questions 18-21) and the list of people below. Match each statement with the correct person, A, B, C or D.Write the correct letter, A, B, C or D, in boxes 18-21 on your answer sheet.18 He calculated the distance of the sun from the Earth based on observations ofVenus with a fair degree of accuracy.19 He understood that the distance of the Sun from the Earth could be worked outby comparing obsevations of a transit.20 He realize that the time taken by a planet to go round the Sun depends on itsdistance from the Sun.21 He witnessed a Venus transit but was unable to make any calculations.Question 22-26Do the following statements agree with the information given in Reading Passage 2? In boxes 22-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this22 Halley observed one transit of the planet Venus.23 Le Gentil managed to observe a second Venus transit.24 The shape of Venus appears distorted when it starts to pass in front of the Sun.25 Early astronomers suspected that the atmosphere on Venus was toxic.26 The parallax principle allows astronomers to work out how far away distantstars are from the Earth.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.A neuroscientist revealshow to think differentlyIn the last decade a revolution has occurred in the way that scientists think about the brain. We now know that the decisions humans make can be traced to the firing patterns of neurons is specific part of the brain. These discoveries have led to the field know as neuroeconomics, which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. A brain that can do this is an iconoclastic one. Briefly, an iconoclast is a person who does so mething that others say can’t be done.This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence. Each of these three functions utilizes a different circuit in the brain. Naysayers might suggest that the brain is irrelevant, that thinking in an original, even revolutionary, way is more a matter of personality than brain function. But the field of neuroeconomics was born out of the realization that the physical workings of the brain place limitations on the way we make decisions. Byunderstanding these constraints, we begin to understand why some people march to a different drumbeat.The first thing to realize is that the brain suffers from limited resources. It has a fixed energy budget, about the same as a 40 watt light bulb, so it has evolved to work as efficiently as possible. This is where most people are impeded from being an iconoclast. For example, when confronted with information streaming from the eyes, the brain will interpret this information in the quickest way possible. Thus it will draw on both past experience and any other source of information, such as what other people say, to make sense of what it is seeing. This happens all the time. The brain takes shortcuts that work so well we are hardly ever aware of them. We think our perceptions of the world are real, but they are only biological and electrical rumblings. Perception is not simply a product of what your eyes or ears transmit to your brain. More than the physical reality of photons or sound waves, perception is product of the brain.Perception is central to iconoclasm. Iconoclasts see things differently to other people. Their brains do not fal l into efficiency pitfalls as much as the average person’s brain. Iconoclasts, either because they were born that way or through learning, have found ways to work around the perceptual shortcuts that plague most people. Perception is not something that is hardwired into the brain. It is a learned process, which is both a curse and an opportunity for change. The brain faces the fundamental problem of interpreting physical stimuli from the senses. Everything the brain sees, hears, or touches has multiple interpretations. The one that is ultimately chosen is simply the brain’s best theory. In technical terms, these conjectures have their basis in the statistical likelihood of one interpretation over another and are heavily influenced by past experience and, importantly for potential iconoclasts, what other people say. The best way to see things differently to other people is to bombard the brain with things it has never encountered before. Novelty releases the perceptual process from the chains of past experience and forces the brain to make new judgments. Successful iconoclasts have an extraordinary willingness to be exposed to what is fresh and different. Observation of iconoclasts shows that they embrace novelty while mot people avoid things that are different.The problem with novelty, however, is that it tends to trigger the brain’s fear system. Fear is a major impediment to thinking like an iconoclast and stops the average person in his tracks. There are many types of fear, but the two that inhibit iconoclastic thinking and people generally find difficult to deal with are fear of uncertainty and fear of public ridicule. These may seem like trivial phobias. But fear of public speaking, which everyone must do from time to time, afficts one-thirds of the population. This makes it too common to be considered a mental disorder. It is simply a common variant of human nature, one which iconoclasts do not let inhibit their reactions.Finally, to be successful iconoclasts, individuals must sell their ideas to other people. This is where social intelligence comes in. Social intelligence is the ability to understand and manage people in a business setting. In the last decade there has been an explosion of knowledge about the social brain and how the brain works when groups coordinate decision making. Neuroscience has revealed which brain circuits are responsible for functions like understanding what other people think, empathy, fairness, and social identity. These brain regions play key roles in whether people convince others of their ideas. Perception is important in social cognition too.The perception of someone’s enthusiasm, or reputation, can make or break a deal. Understanding how perception becomes intertwined with social decision making shows why successful iconoclast are so rare.Iconoclasts create new opportunities in every area from artistic expression to technology to business. They supply creativity and innovation not easily accomplished by committees. Rules aren’t important to them. Iconoclasts face alienation and failure, but can also be a major asset to any organization. It is crucial for success in any field to understand how the iconoclastic mind works. Questions 27-31Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-31 on your answer sheet.27 Neuroeconomics is a field of study which seeks toA cause a change in how scientists understand brain chemistry.B understand how good decisions are made in the brain.C understand how the brain is linked to achievement in competitive fields.D trace the specific firing patterns of neurons in different areas of the brain.28 According to the writer, iconoclasts are distinctive becauseA they create unusual brain circuits.B their brains function differently.C their personalities are distinctive.D they make decisions easily.29 According to the writer, the brain works efficiently becauseA it uses the eyes quickly.B it interprets data logically.C it generates its own energy.D it relies on previous events.30 The writer says that perception isA a combination of photons and sound waves.B a reliable product of what your senses transmit.C a result of brain processes.D a process we are usually conscious of.31 According to the writer, an iconoclastic thinkerA centralizes perceptual thinking in one part of the brain.B avoids cognitive traps.C has a brain that is hardwired for learning.D has more opportunities than the average person.Questions 32-37Do the following statements agree with the claims of the writer in Reading Passage 3? In boxes 32-37 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this32 Exposure to different33 Iconoclasts are unusually receptive to new experiences.34 Most people are too shy to try different things.35 If you think in an iconoclastic way, you can easily overcome fear.36 When concern about embarrassment matters less, other fears become irrelevant.37 Fear of public speaking is a psychological illness.Questions 38-40Complete each sentence with the correct ending, A-E, below.Write the correct letter, A-E, in boxes 38-40 on your answer sheet.38 Thinking like a successful iconoclast is demanding because it39 The concept of the social brain is useful to iconoclasts because it40 Iconoclasts are generally an asset because their way of thinkingWRITINGWRITING TASK 1You should spend about 20 minutes on this task.Write at least 150 words.UK telephone calls, by category, 1995-2002Call type:Local-fixed lineNational and international-fixed lineMobiles (all calls)WRITING TASK 2You should spend about 40 minutes on this task.Write about the following topic.Give reasons for your answer and include any relevant examples from your own knowledge or experience.Write at least 250 words.SPEAKINGPART 1The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.EXAMPLEGiving gifts●When do people given gifts or presents in your country?●Do you ever take a gift when you visit someone in their home? [Why/Why not?] ●When did you last receive a gift? [What was it?]●Do you enjoy looking for gifts for people? [Why/Why not?]PART 2You will have to talk about the topic forone to two minutes.You have one minute to think aboutwhat you are going to say.You can make some notes to help you ifyou wish.PART 3Discussion topics:Doing new thingsExample questions:Why do you think some people like doing new things?What problems can people have when they try new activities for the first time?Do you think it’s best to do new things on your own or with other people? Why? Learning new thingsExample questions:What kinds of things do children learn to do when they are very young? How important are these things?Do you think children and adults learn to do new things in the same way? How is their learning style different?Some people say that it is more important to be able to learn new things now than it was in the past. Do you agree or disagree with that? Why?。

Text 1Section1W: Good evening. King's restaurant.M: Good evening. I'm ringing about the job I understand you have vacant?W: Oh, yes.M: I'd like to find out a few more details if I may.W: Yes, of course. Can I take your name?M: It's Peter Chin.W: Ok, Peter. Well, if you want to ask about the job and then if we're both still interested, we could arrange you to come for an interview.M: Great, thanks. I'm afraid I missed the advert for the job but I heard about it from a friend.W: That's no problem at all. What would you like to know?M: Well, um, what sort of work is it- washing up?W: It's answering the phone.M: Oh, right, fine.W: And not waiting at table.M: That'll be good. And how many nights a week would it be?W: Well, we're really only busy at the weekend.M: So two nights?W: Three actually, so it would work out 12 hours a week.M: That'd be fine. It wouldn't interfere with my studies.W: Are you in the university?M: Yes, first year Physics student.W: Oh, rightM: Because I'm not an EU national, would I need a work permit? W: Yes, you would. Just get you tutor to sign it.M: That wouldn't be a problem if I were to get the job. Um, where exactly is the restaurant?W: Well, we have two branches- the one we're recruiting for is in Hillsdunne road.M: Em, I don't know that. How do you spell it, please?W: It's H-I-double L-S-D-U- double N-E Road.M: Got that, thanks. Is it near a bus stop?W: Yes, the nearest one would probably be just beside the library. M: Oh, yes, I know it. That'll be fine for me. And could I ask about the pay?W: We're offering 4.45 pounds an hour.M: That's very good. My last job was 3.95 an hour.W: We feel it's pretty good and we also offer some good fringe benefits(附加福利).M: Really?W: Well, we give you a free dinner, so you eat well.M: Right. Better than hostel food.W: We certainly hope so. And we also offer extra pay for working on national holidays.M: Oh, that's a really good perk(额外收入), isn't it?W: Yes, we think so. And then because of the difficulties of getting public transport, if you're working after 11 o'clock, we drive you home.M: Oh, that's good to know.W: We'd certainly be interested in inviting you for an interview, if you're still interested?M: Oh, yes, certainly. Could I just also ask what qualities you're looing for?W: Well, for this particular job, we want a clear voice, which you obviously do haveM: Thanks.W: And you must be able to think quickly, you know.M: Well, I hope I'd...W: So, when could you come in for an interview. We're actually quite quiet tonight?M: Sorry, I couldn't come tonight or tomorrow, I'm afraid. Thursday is ok, that'd be 22nd of October.W: Fine, after 5 pm?M: Yes, fine. Would 6 o'clock be ok?W: Perfect. And could you bring along the names of two referees? M: Yes, that's fine. No problem.W: Good, I look forward to seeing you.M: Oh, by the way, who should I ask for?W: Oh, yes, of course, sorry. My name is Samira ManujaM: Can you spell that please?W: M-a-n-u-j-aM: Ok, I've got that. Thank you very much.W: Look forward to seeing later ...Section2M: Now we go to Jane who is going to tell us about what's happening in town this weekend.W: Right, thanks, Andrew, and now on to what's new, and do we really need yet another sports shopping Bradcaster? Well, most of you probably know Sports World- the branch of a Danish sports goods company that opened a few years ago-it's attracted a lot of custom, and so the company has now decided to open another branch in thearea. It's going to be in the shopping center to the west of Bradcaster, so that will be good news for all of you who found the original shop in the North of the town hard to get to.I was invited to a special preview and I can promise you, this is the ultimate in sports retailing. The whole place has been given a new minimalist(极简主义者) look with the company's signature colors of black and red.The first three floors have a huge range of sports clothing as well as the equipment. And on the top floor, there is a cafe and a book & DVD section. You'll find all the well-known names as well as some less well-known ones.If they haven't got exactly what you want in the stock, they promised to get it for you in 10 days, unlike the other store, where it can take up to 14 days. They cover all the major sports, including football, tennis, and swimming, but they particularly focus on running and they claim to have the widest range of equipment in the country. As well as that, a whole section of the third floor is devoted to sports bags, including the latest design from the States- If you can't find what you want here, it doesn't exist.The shop would be open from 9 am this Saturday, and if you go along to the opening then you'll have the chance to meet the national 400 meters running champion Paul King, who's coming along to open the shop, and he will be stay around until about the midday to chat to any fans who want to meet him and sign autographs.Then there will be a whole range of special attractions all weekend. There will be free tickets for local sporting events for the first 50 customers, and also a special competition open to all, just answer 15 out of 20 sports questions correctly to win a signed copy of Paul King's DVD 'Spring Tips', while the first person to get all the questions correct gets a year's free membership of the Bradcaster Gym. All entrance will receive a special Sports calendar with details of all Bradcaster fixtures in the coming year.One of the special opening offers is a fitness test- a complete review of your cardiac fitness and muscle tone, actually done in the shop by qualified staff. This would normally cost 30 pounds but is available at half price for this month only. There are only a limited number of places available for this, so to make a booking phone 560341.In addition, if you open an account you get lots more special offers including the chance to try out the equipment at the special opening evenings...Section3Pro: Before we start, Spiros and Hiroko, thanks for coming in today to talk about your recent study experiences and congratulations to you both in doing so well in the first semester exams. I'd like to discuss with you the value of the English for Academic Purposes course you did here last year before starting your university course. Spiros, if I could start with you, what parts of the programme have now proved to be particularly valuable to you?S: I think that having to do a seminar presentation really helped me. For example, a couple of weeks ago in our marketing subject, when it was my turn to give presentation, I felt quite confident.Of course, I was still nervous but because I had done one before,I knew what to expect. Also, I know I was well prepared andI had practised my timing. In fact, I think that in relationto some of the other people in my group, I did quite a good job because my overall style was quite professional.Pro: What about you Hiroko?H: Mmm, that's interesting. In my group, I was really surprised by the way students did their presentations - they just read the notes aloud. Can you believe that? They didn't worry about their presentation style or keeping eye contact with their audience - and I remember that these things were really stressed to us in the course here.Pro: So, how did you approach your presentation Hiroko?H: Well, to speak frankly, I read my notes too. At the time, it was a relief to do it this way, but actually when I had finishedI didn't fell any real sense of satisfaction. I didn't feelpositive about the experience at all.S: That's a pity. You know although I was pleased with my presentation, I'm not so pleased with my actual performance right now in the tutorials - during the whole semester I've not said anything in our tutorial discussions. Not a word. H: Really, Spiros, why is that? Do the other students talk too much? S: It's partly that, but it's mostly because I have had no confidence to speak out. Their style of speaking is so differen - it's not the style we were used to during the course. There are so many colloquialism（白话，口语，俗话，方言）， they notvery polite and sometimes they seems to be no order in their discussion. Also they are very familiar with each other, so because they know each other's habits, they can let each other into the discussion.H: You're right, Spiros. I've experienced that too.H: For most of this semester, I've said absolutely nothing in two tutorials. But recently I've been trying to speak up more andI just jump in. And I've noticed an interesting thing. I'venoticed that if they thought my point was interesting and new, then the next time they actually asked for my opinion, and then it was much easier for me to be part of the discussion.S: That's great, Hiroko. I hope that happens for me next semester-I'll have to work hard to find some interesting points.What help you to find these ideas?H: I think that one thing that helped me with this was the reading.I've had to do so much reading this semester just to help me to make sense of the lectures. At first I couldn’t understand what the lecturers were talking about, so I had to turn to the books and journals. Every night I read for hours, using the lists of references that were given, and I made pages of notes.At breakfast, I read and read my notes again. This habit hashelped me to follow the ideas in the lectures, and it's also given me some ideas to use in the tutorials.S: But I did so much readings anyway- I don't think there's any time left over for anything extra. My reading speed is still quite slow, though I'm much better at dealing with vocabulary than I used to be.Pro: What else do you think we could add to the course program to help with this reading problem?S: Er, there's not really anything because it's my problem. I remember we were given long articles to read. We didn't like that but now I realise that reading those long articles was good preparation for the things I need to read now. Also, in class we regularly had speed-reading tasks to do, and we kepta record of our reading speed, so the teachers were encouragingus to work on that.H: That's true, Spiros, but what we read could have been different.Sometime in the English class I felt frustrated when I had to read articles about the environment or health or education, because I wanted to concentrate on my own field, but we didn't read anything about engineering. So, I think I wasted some time learning vocabulary I didn't need.Pro: But surely this strategies you were taught for dealing with that vocabulary were helpful?H: Yes, but psychologically speaking, I would have felt much better working on reading from my own field. What do you think Spiros? S: Well, I agree. That would have helped my confidence too, andI would have been more motivated. And it was good though thatwe could work on our own topics when we wrote the research assignments.Pro: Ok, that's move on to writing now...Section4Good afternoon everyone. Well, with some of you will go out on fieldwork it's timely that in this afternoon's session I'll be sharing some ideas about the reasons why groups of whales and dolphins sometimes swim ashore from the sea right onto the beach and, most often, die in what were known as "mass stranding".Unfortunately, this type of event is a frequent occurrence in some of the locations that you'll be travelling to, where sometimes the tide goes out suddenly, confusing the animals. However, there are many other theories about the causes of mass strandings.The first is that the behavior is linked to parasites. It's often found that stranded animals were infested with large numbers of parasites. For instance, a type of worm is commonly found in the ears of dead whales. Since marine animals rely heavily on their hearing to navigate, this type of infestation has the potential to be very harmful.Another theory is related to toxins, or poisons. These have also been found to contribute to the death of many marine animals. Many toxins, as I'm sure you're aware, originate from plants, or animals. The whale ingests these toxins in its normal feeding behavior but whether these poisons directly or indirectly lead to stranding and death, seems to depend upon the toxin involved.In 1988, for example, fourteen humpback whales exclaimed after stranding along the beaches of Cape Code were found to have been poisoned after eating tuna that contained saxitoxin, the same toxin that can be fatal to humans.Alternatively, it has also been suggested that some animals stranded accidentally by following their prey ashore in the confusion of the chase. In 1995 David Thurston monitored pilotwhales that beached after following the squid ashore. However, this idea does not seem to hold true for the majority of mass strandings because examination of the animals' stomach contents reveal that most had not been feeding as they stranded.There were also some new theories, which link strandings to hunmans. A growing concern is that loud noises in the ocean cause stranings. Noises such as these caused by military exercises are of particular concern and have been pinpointed as the cause of some strandings of late.One of these, a mass stranding of whales in 2000 in the Bahamas conincided closely with experiments using a new submarine detection system. There are several factors that made this stranding stand out as different from previous strandings. This led researchers to look for a new cause. For one, all the stranded animals were healthy. In addition, the animals were spread out along 38 kilometers of coast, whereas it's more for the animals to be found in a group when mass strandings occur.A final theory is related to group behaviour, and sugests that sea mammals cannot distinguish between sick and healthy leaders and will follow sick leaders, even to an inevitable death. Thisis a particularly interesting theory since the whales that are thought to be most social-the toothed whaled- are the group that strand the most frequently.The theory is also supported by evidence from a dolphin stranding in 1994. Examination of the dead animals revealed that apart from the leader, all the others had been healthy at the time of their death.Without one consistent theory however it is very hard for us to do anything about this phenomenon except to assist animal where and when we can. Stranding networks have been established around the world to aid in rescuing animals and collecting samples form those that could not be helped. I recommended John Connor's Marine Mammals ashore as an excellent starting point if you're interested in finding out more about there networks, or establishing one yourself.Text 2Section 1M: Good morning. Can I help you?W: Yes. I've been accepted on a course at the university and I'd like to try and arrange accommodation in the hall of residence. M: Yes, certainly. Please sit down. What I'll do is fill in a form with you to find out a little more about your preferences and so forth.W: Thank you.M: So first of all, can I take you name?W: It's Anu Bhatt.M: Could you spell your name please?W: Yes. A-N-U...B-H-A double T.M: Thanks, and could I ask your date of birth?W: 31st March 1972.M: Thank you. And where are you from?W: India.M: Oh right. And what will you be studying?W: I'm doing a course in nursing.M: Right, thank you. And how long would you want to stay in hall, do you think?W: Well, it'll take three years but I'd only like to stay in hall for two. I'd like to think about living outside for the third year.M: Fine. And what did you have in mind for catering? Do you want to cook for yourself or have all your meals provided, that's full board?W: Is there something in between?M: Yes. You can just have evening meal provided, which is half board.W: That's what I prefer.M: Yes, a lot of students opt for that. Now, with that in mind, do you have any special diet, anything we should know about? W: Yes, I don't take red meat.M: No red meat.M: Now thinking about the room itself, we have a number of options.You can have a single study room or you can have a shared one.These are both what we call simple rooms. The other alternative is to opt for a single bedsit, which actually has more space and better facilities. There's about £20 a week difference between them.W: Well, actually my grant is quite generous and I think the bedsit sound the best option.M: Lovely. I'll put you down for that and we'll see what availability is like. Now can I ask some other personal details which we like to have on record?W: yes, of course.M: I wonder if you could let us know what your interests are. This might help us get a closer match for placing you in a particular hall.W: Ummm. Well, I love the theatre.M: Right.W: And I enjoy sports, particularly badminton.M: That's worth knowing. Now, what we finish with on the form is really a list from you of what you priorities are in choosinga hall and we'll do our best to take these into account. W: Well, the first thing is I'd prefer a hall where there are other mature students, if possible.M: Yes, we do have halls which tend to cater for slightly older students.W: Ummm and I'd prefer to be out of twon.M: That's actually very good for you because we tend have more vacancies in out-of-town halls.W: Lucky!M: Yes. Anything else?W: Well, I would like somewhere with a shared area, a TV room for example, or something like that. It's a good way to socialise. M: It certainly is.W: That's it.M: Now, we just need a contact telephone number for you.W: Sure, I'll just find it. It's double 6-7549M: Great, so we'll be in contact with you as soon as possible...Section2Hello, I'd delighted to welcome you to our Wildlife Club, and very pleased that you're interested in the countryside and the plants and creatures of this area. I think you'll be surprised at the variety we have here, even though we're not far from London. I'll start by telling you about some of the parks and open spaces nearby.One very pleasant place is Halland Common. This has been public land for hundreds of years, and what you'll find interesting is that the River Ouse, which flows into the sea eight kilometers away, had its source in the common. There;s an information board about the plants and animal you can see here, and by the way, the common is accessible 24 hours a day.Then there's Holt Island, which is noted for its great range of trees. In the past willows were grown here commercially for basket-making, and this ancient craft recently been reintroduced. The island is only open to the public form Friday to Sunday, because it's quite small, and if there were people around every day, much of the wildlife would keep away.From there it's just a short walk across the bridge to Longfield Country Park. Longfield has a modern replica of a farm over two thousand years ago. Children's activities are often arranged there, like bread-making and face-painting. The park is only open during daylight hours, so bear that in mind if you decide to go there.Longfield has a programme of activities throughout the year, and to give you a sample, this is what's happening in the next few days. On Monday you can learn about herbs, and how they've been used over the centuries. You'll start with a tour of our herb graden, practise the techinique of using them as colour dyes for cloth, and listen to an illustrated talk about their use in cooking and medicine.Then on Wednesday you can join local experts to discover the variety of insects and birds that appear in the evening. We keep to a small number of people in the group, so if you want to go you'll need to phone the park ranger a few days ahead. There's a small charge, which you should pay when you turn up.I'm sure you're all keen to help with the practical task of looking after the park, so on Saturday you can join a working party. You'll have a chose of all sports of activities, from plantinghedges to picking up litter, so you'll be able to change from one to another when you feel like it. The rangers will be hard at work all day, but do come and join in, even for just a short while. One thing, though, is to make sure you're wearing something that you don't mind getting dirty to torn.And finally I'd like to tell you about our new wildlife area, Hinchingbrooke Park, which will be opened to the public next month. This slide doesn't really indicate how big it is, but anyway, you can see the two gates into the park, and the main paths. As you can see, there's a lake in the north west of the park, with a bird hide to the west of it, at the end of a path. So it'll be a nice quiet place for watching the bird on the lake.Fairly close to where refreshments are available, there's a dog-walking area in the southern part of the park, leading off from the path. And if you just want to sit and relax, you can go to the flower garden; that's the circular area on the map surrounded by paths.And finally, there's a wooded area in the western section of the park, between two paths. Okay, that's enough from me, so let's go on to...Section3Pam: Hi Jun. As you know, I've asked you here today to discuss the future of our Self-Access Centre. We have to decide what we want to do about this very important resource for our English language students. So, can you tell me what the students think about this?Jun: Well, from the student's point of view, we would like to keep it. The majority of students say that they enjoy using it because it provides a variation on the classroom routine and they see it as a pretty major component of their course, but we would like to see some improvements to the equipment, particularly the computers; there aren't enough for one each at the moment and we always have to share.P: Well yes, the teachers agree that it is a very valuable resource but one thing we have noticed is that a lot of the student using it, but we think the computers should used as a learning resource, nor for emails. Some of us also think that we could benefit a lot more by relocating the Self-Access Centre to the main University library building. How do you think the students would feel about that, Jun?J: Well, the library is big enough to incorporate the Self-AccessCentre, but it wouldn't be like a class activity anymore. Our main worry would be not being able to go to a teacher for advice.I'm sure there would be plenty of things to do but we really need teachers to help us choose the best activities.P: Well, there would still be a teacher present and he or she would guide the activities of the students, we wouldn't just leave them to get on with it.J: Yes, but I think the students would be much happier keeping the existing set-up; they really like going to the Self-Access Centre with their teacher and staying together as a group to do activities. If we could just improve the resources and facilities, I think it would be fine. Is the cost going to bea problem?P: It's not so much the expense that I'm worried about, and we've certainly got roon to do it, but it's the problem of timetablinga teacher to be in there outside class hours. If we're goingto spend a lot of money on equipment and resources, we really need to make sure that everything is looked after properly.Anyway, let's make some notes to see just what needs doing to improve the Centre.Pam: Now, what about the computers? I think it might be a good ideato install some new models. They would take up a lot less room and so that would increase the work space for text books and so on.Jun: That would be great. It is a bit cramped in there at times. P: What about other resources? Do you have a list of things that the students would like to see improved?J: Yes, one of the comments that students frequently make is that they find it difficult to find materials that are appropriate for their level, especially reading resources, so I think we need to label them more clearly.P: Well that's easy enough, we can get that organised every quickly.In fact I think we should review all of the study resources as some of them are looking a bit out-of-date.J: Definitely. The CD section especially needs to be more current.I think we should get some of the ones that go with our latestcourse books and also make multiple copies.P: Good, now I was also thinking about some different materials that we haven't got in there at all. What do you think of the idea of introducing some workbooks? If we break them up into separate pages and laminate them, they'd be a great resource.The students could study the main course book in class and thendo follow-up practice in the Self-Access Centre.J: That sounds good.P: Okay, now finally we need to think about how the room is used.I'll have to talk to the teachers and make sure we can all reach some agreement on a timetable to supervise the centre after class. But we also need to think about security, too.Especially if we're going to invest in some new equipment. J: What about putting in an alarm?P: Good idea. The other thing I'd like to do is talk to our technicians and see whether we could somehow limit the access to email. I really don't want to see that resource misused. J: What about if we agree to only use it before and after class? P: Yes, that would be fine. OK, anway... that's great for now. We'll dicuss it further when we've arranged to...Section4Good morning everyone. Now whether you're going to University to study business or some other subject, many of you will eventually end up working for a company of some kind.Now, when you first start working somewhere you will realise that the organisation you've joined has certain characteristics.And we often refer to these social characteristics as the culture of the organisation- this includes its unwritten ideas, beliefs, values and things like that. One well known writer has classified company cultures by identifying four major types.The first type is called the Power Culture, and it's usually found in small organisations.It's the type of culture that needs a central source of power to be effective, and bucause control is in the hands of just one or two people there aren't many rules or procedures. Another characteristic is that communication usually takes the form of conversations rather than, say, formal meetings or written memos. Now one of the benefits of this culture is that the organisation has the ability to act quickly, so it responds well to threat, or danger on the one hand, and opportunity on the other.But on the negative side, this type of organisation doesn't always act effectively, because it depends too much on one or two people at the top, and when these people make poor decisions there's no-one else who can influence them.And the kind of person who does well in this type of business。

雅思IELTS剑9测试二reading1剑桥雅思9 测试二Reading Passage 1You should spend about 20 minutes on Question 1-13 which are based on Reading Passage 1 below.AHearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-19% of children in that country are affected by hearing loss.BA preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to compre hend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children andinstructions from the teacher.CChildren with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).DAutism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speechprocessing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.EThe attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustain ing attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.FChildren experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by roomreverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the e ducation system with‘invisible’ disabilities. Their needs areless likely to be met than those of children with known disabilities.GThe New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to services. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all ch ildren, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.HA number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.生词查了一遍Aimpairment名：损伤，损害auditory听觉的，听觉器官的。

剑桥雅思9 Test 1 LISTENINGS E C TION 1 Questions 1-10Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.JOB ENQUIRYExample·Work at: a restaurant·Type of work: 1·Number of hours per week: 12 hours·Would need work permit·Work in the: 2 branch·Nearest bus stop: next to 3·Pay: 4£an hour·Extra benefits:–a free dinner–extra pay when you work on 5–transport home when you work 6·Qualities required:–7–ability to 8·Interview arranged for: Thursday 9 at 6 p.m. ·Bring the names of two referees·Ask for : Samira 10S E C TION 2 Questions 11-20Questions 11–16Write ONE WORD AND/OR A NUMBER for each answer.Sports World·a new 11of an international sports goods company ·located in the shopping centre to the 12 of Bradcaster ·has sports 13·can get you any item within 14and equipment on floors 1 –3·shop specialises in equipment for 15 days·has a special section which just sells 16Questions 17 and 18Choose the correct letter, A, B or C.17 A champion athlete will be in the shopA on Saturday morning onlyB all day SaturdayC for the whole weekend18 The first person to answer 20 quiz questions correctly will winA gym membershipB a videoC a calendarQuestions 19 and 20Choose TWO letters, A–E.Which TWO pieces of information does the speaker give about the fitness test?A You need to reserve a place.B It is free to account holders.C You get advice on how to improve your health.D It takes place in a special clinic.E It is cheaper this month.S E C TION 3 Questions 21-30Course Feedback21 One person why Spiros felt happy about his marketing presentationwas thatA he was not nervousB his style was goodC the presentation was the best in his group22 what surprised Hiroko about the other students’ presentations?A Their presentations were not interestingB They found their presentations stressfulC They didn’t look at the audience enough23 After she give her presentation, Kiroko feltA delightedB dissatisfiedC embarrassed24 How does Spiros feel about his performance in tutorials?A Not very happyB Really pleasedC Fairly confident25 Why can the other students participate so easily in discussions?A They are polite each otherB They agree to take turns in speakingC They know each other well26 Why is Hiroko feeling more positive about tutorals now ?A She finds the other students’ opinions more interestingB She is making more of a contributionC The tutor includes her in the discussion27 To help her understand lectures, HirokoA consulted reference materialsB had extra tutorials with her lecturersC borrowed lecture notes from other student28 What does Spiros think of his reading skills?A He reads faster than he used toB It still takes him a long time to readC He tends to struggle with new vocabulary29 What is Hiroko’s subject area?A environmental studiesB health educationC engineering30 Hiroko thinks that in the reading classes the students shouldA learn more vocabularyB learn more in their own subject areasC develop better reading strategiesS E C TION 4 Questions 31-40Complete the notes below.Write NO MORE THAN TWO WORDS for each answer.Mass Strandings of Whales and DolphinsMass strandings: situations where groups of whales, dolphins, etc. swim onto the beach and dieCommon in areas where the31 can change quicklySeveral other theories:Parasitese.g. some parasites can affect marine animals’32which they depend on for navigationToxinsPoisons from33or are commonly consumed by whalese.g. Cape Cod (1988) – whales were killed by saxitoxinAccidental StrandingsAnimals may follow prey ashore, e.g. Thurston (1995)Unlikely because the majority of animals were not34when they strandedHuman Activity35from military tests are linked to some recent strandingsThe Bahamas (2000) stranding was unusual because the whales. Were all36. Were not in a 37Group Behaviour· Most strandings in the most 38· 1994 dolphin stranding---only the 39was illFurther ReadingMarine Mammals Ashore (Connor) – gives information about stranding 40 Test 2 LISTENINGS E C TION 1 Questions 1-10Complete the form below.Write ONE WORD AND/OR A NUMBER for each answer.Accommodation Form –Student Informationhall of residenceExampleType of accommodation:Name:Anu 1Date of birth:2Country of origin:IndiaCourse of study:3Number of years planned in hall:4Preferred catering arrangement:half boardSpecial dietary requirements:no 5(red)Preferred room type: a single 6Interests:the 7badmintonPriorities in choice of hall:to be with other students who are8to live outside the 9to have a10area forsocialisingContact phone number:667549S E C TION 2 Questions 11-20Questions 11–13Complete the table below.Write NO MORE THAN THREE WORDS for each answer.Parks and open spacesName of place Of particular interest Open Halland Common source of River Ouse 24 hoursHolt Island many different11between 12 AndLongfield Country Park reconstruction of a2,000-year-old13withactivities for childrendaylight hoursQuestions 14–16Choose the correct letter, A, B or C.Longfield Park14 As part of Monday’s activity, vistiors willA prepare food with herbsB meet a well-know herbalistC dye cloth with herbs15 For the activity on Wednesday,A only group bookings are acceptedB vistors should book in advanceC attendance is free16 For the activity on Saturday, vistors shouldA come in suitable clothingB make sure they are able to stay for the whole dayC tell the rangers before the event what the event they wish to do Questions 17–20Label the map below.Write the correct letter, A–I, next to questions 17–20.Hinchingbrooke Park17 bird hide18 dog-walking area19 flower garden20 wooden areaS E C TION 3 Questions 21-30Questions 21–24Choose the correct letter, A, B or C.Self-Access Centre21 Student want to keep the Self-Access Centre becauseA they enjoy the variety of equipmentB they like being able to work on their ownC it is an important part of their studies22 Some teachers would prefer toA close the Self-Access CentreB move the Self-Access Centre elsewhereC resteict access to the Self-Access Centre23 The students’ main concern about using the library would beA the size of the libraryB difficulty in getting helpC the lack of materials24 The Director of Studies is concerned aboutA the cost of upgarding the centreB the lace of space in the centreC the difficulty of supervising the centreQuestions 25–30Complete the notes below.Write NO MORE THAN TWO WORDS for each answer.Necessary improvements to the existing Self-Access CentreEquipmentReplace computers to create more space.ResourcesThe level of the25materials, in particular, should be more clearly shown.Update the 26Buy some 27Use of the roomSpeak to the teachers and organise a 28for supervising the centre.Install an 29Resteict personal use of 30on computersS E C TION 4 Questions 31-40Complete the notes below.Write ONE WORD ONLY for each answer.Business CulturesPower cultureCharacteristics of organisation·small·31power source·few rules and procedures·communication by 32 Advantage: ·can act quicklyDisadvantage: ·might not act 33Suitable employee: ·not afraid of 34·doesn’t need job securityRole cultureCharacteristics of organisation: ·large, many 35·specialised departments·rules and procedure,e.g. Job36and rules fordisciplineAdvantages: ·economics of scale·successful when 37ability is important Disadvantages:·slow to see when 38is needed·slow to reactSuitable employee: ·Values security·doesn’t want 39Task cultureCharacteristics of organisation: ·project orientated·in competitive market or makingproduct with short life· a lot of delegationAdvantage: ·40Disadvantage: ·no economies of scale or specialExpertiseSuitable employee: ·likes to work in groupsTest 3 LISTENINGS E C TION 1 Questions 1-10Questions 1–5 Complete the table below.Write ONE WORD AND/OR A NUMBER for each answer.Apartments Facilities Other Information CostRose Garden Apartments studio flat Exampleentertainment programme:Greek dancing£219Blue Bay Apartments large salt-waterswimming pool- just 1metresfrom beach- near shops£2752Apartmentsterrace watersports £490The Grand - Greek paintings- 3 - overlooking 4- near a supermarket anda disco5 £Questions 6–10 Complete the table below.Write ONE WORD AND/OR A NUMBER for each answer.GREEK ISLAND HOLIDAYSInsurance Benefits Maximum AmountCancellation 6 £Hospital £600. Additional benefit allows a 7totravel to resort8departureUp to £1000. Depends on reason Personal belongings Up to £3000; £500 for one 9Name of Assistant Manager: Ben 10Direct phone line: 081260 543216S E C TION 2 Questions 11-20Questions 11–13Winridge Forest Railway Park11 Simon’s idea for a theme park came fromA his childhood hobbyB his interest in landscape designC his visit to another park12 When they started, the family decided to open the park only whenA the weather was expected to be goodB the children weren’t at schoolC there were fewer farming commitments13 Since opening, the park has hadA 50,000 visitorsB 1000,000 visitorsC 1,500,000 visitorsQuestions 14–18What is currently the main area of work of each of the following people?Choose FIVE answers from the box and write the correct letter, A–H, next to questions 14–18.Area of workA advertisingB animal careC buildingD educational linksE engine maintenanceF food and drinkG salesH staffingPeople14 Simon (the speaker)15 Liz16 Sarah17 Duncan18 JudithQuestions 19 and 20Write ONE WORD AND/OR NUMBERS for each answer.Feature Size Biggest challenge Target age group Railway 1.2 km Making tunnelsGo-Kart arena19 ㎡Removing moundson the track 20year-oldsS E C TION 3Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.Study Skills Tutorial –Caroline BenningDissertation topic: the 21Strengths: ·22·computer modelingWeaknesses: ·lack of background information·poor 23skillsPossible strategy Benefits Problemspeer group discussion increases 24dissertations tend tocontain the same25use the 26 service provides structuredprogrammelimited 27consult study skills books are a good source ofreferencecan be too 28Recommendations: ·use a card index·read all notes 29Next tutorial date: 30JanuarySE C TION 4Questions 31 and 3231 The owners of the underground houseA had no experience of living in a rural areaB were interested in environmental issuesC wanted a professional project manager32 What does the speaker say about this site of the house?A The land was quite cheapB Stone was being extracted nearbyC It was in a completely unspoilt areaQuestions 33–40Write ONE WORD AND/OR A NUMBER for each answer.The Underground House Design·Built in the earth, with two floors·The south-facing side was constructed of two layers of 33·Photovoltaic tiles were attached·A layer of foam was used to improve the 34of the building Special features·To increase the light, the building has many internal mirrors and35·In future, the house may produce more 36than it needs ·Recycled wood was used for the 37of the house ·The system for processing domestic 38is organic Environmental issues·The use of large quantities of 39in construction was environmentally harmful·But the house will have paid its ‘environmental debt’within40Test 4 S E C TION 1Write ONE WORD ONLY for each answer.Health CentresName of centre Doctor’s name Advantage The Harvey Clinic Exampleespecially good with 1Dr GreenDr Fuller offers 3appointments The 2Health PracticeThe Shore LaneDr 4Health CentreQuestions 5–6Choose TWO letters, A–E.Which TWO of the following are offered free of charge at Shore Lane Health Centre?A acupunctureB employment medicalsC sports injury therapyD travel adviceE vaccinations Questions 7–10 Complete the table below.Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.Talks for patients at Shore Lane Health CentreSubject of talk Date/Time Location NotesGiving up smoking 25th February at7p.mroom 4useful for people withasthma or 7problemsHealthy eating1st March at 5p.mthe 8(Shore Lane)anyone welcomeAvoiding injuries during exercise 9th March at9room 6for all 10SE C TION 2 Questions 11–13Label the diagram below.Choose THREE answers from the box and write the correct letter, A–E, next to questions 11–13.A electricity indicatorB on/off switchC reset buttonD time controlE warning indicatorWater HeaterQuestions 14–18Where can each of the following items be found?Choose FIVE answers from the box and writethe correct letter, A–G, next toquestions 14–18.LocationsA in box on washing machineB in cupboard on landingC in chest of drawersD next to window in living roomE on shelf by back doorF on top of televisionG under kitchen sink14 pillows15 washing power16 key17 light bulbs18 mapQuestions 19 and 20Complete the notes below.Write ONE WORD AND/OR A NUMBER for each answer.The best place to park in town –next to the stationPhone number for takeaway pizzas –19Railway museum closed on 20SE C TION 3Questions 21 and 22Choose the correct letter, A, B or C.21 In her home country, Kira hadA completed a courseB done two years of a courseC found her course difficult22 To succeed with assignments, Kira had toA read fasterB write fasterC change her way of thinkingQuestions 23–25 Complete the sentences below.Write ONE WORD ONLY for each answer.23 Kira says that lectures are easier to than those in herhome country.24 Paul suggests that Kira may be more than when sheway studying before.25 Kira says that students want to discuss things that worry them or thatthem very much.Questions 26–30 Answer the questions below.Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.26 How did the students do their practical sessions?27 In the second semester how often did Kira work in a hospital?28 How much full-time work did Kira do during the year?29 Having completed the year, how does Kira feel?30 In addition to the language, what do overseas students need to become familiarwith?SE C TION 4Questions 31–36Choose the correct letter, A, B or C.Wildlife in city gardens31 what led the group to choose their topic?A they are concerned about the decline of one speciesB they were interested in the effects of city growthC they wanted to investigate a recent phenomenon32 the exact proportion of land devoted to private gardens was confirmed byA consulting some official documentsB taking large- scale photosC discussions with town surveyors33 the group asked garden owners toA take part in formal interviewsB keep a record of animal they sawC get in contact when they saw a rare species34 the group made their observations in gardensA which had a large number of animal speciesB which they considered to be representativeC which had stable populations of rare animals35 the group did extensive reading onA wildlife problems in rural areasB urban animal populationsC current gardening practices36 the speaker focuses on three animal species becauseA a lot of data has been obtained about themB the group were most interested in themC they best indicated general trendsQuestions 37–40Write ONE WORD ONLY for each answer.Animals Reason for populationincrease in gardensComments37suitable stretches of water massive increase inurban populationHedgehogs safer from 38when in cities easy to 39 them accuratelySong thrushes –a variety of 40to eat–more nesting placesavailablelarge survey starting soon。

剑桥雅思真题9/Test 1听力解析Section 1：工作咨询属于日常场景必备词汇：1. vacant adj. 空缺的2. detail n. 细节3. arrange v. 安排4. interview n. 面试5. permit n. 允许6. branch n. 分支7. recruit v. 招募8. fringe adj. 附加的9. benefit n. 利益试题解析：1. answering the phone当听到what sort of work is it 这句话时;就要做好答题准备;因为sort是题目中type的同意替换..回答人用It’s answering the phone.这句;明确地给出了答案..2. Hillsdunne Road 这道题难度不大..主要是听拼写和注意首字母大写..由题目work inthe......branch可以预测这里肯定是表示地点的名词..当听到we havetwo branches.这句时;本题答案也就接近了..3. library 原文中对应的信号词是nearest..而beside这个词正好是next to的同意替换;所以;紧跟其后的library就是答案..4. 4.45 题目和原文一致的词是pay;当听到could I ask about the pay这句话后;下一句便直接给出了答案..只是大家要熟悉钱的读法fourpounds forty-five..类似的考点还有很多;写法都一样的..而后面的3.95要注意时态是was;所以肯定不是这份工作的薪资..5. national holidays 此题和已经给出的a free dinner是并列的;所以凡是并列的内容;大部分都会有表示并列关系的词来引导..当原文出现a free dinner后大家只需要去听哪个地方有表示并列关系的词;那句话便是此题的依据;恰好And we also offer extra pay for working on national holidays中的and和also都表示并列;而且此题几乎是原句;所以比较简单..6. after 11 o’clock 首先这道题不容易预测所需词的特征;但可以从已给的关键词transport入手去找起始位置..原文中的public transport就是很好的对应..紧接着的if you’re working after 11 o’clock we drive you home.便给出了答案..这道题考查学生对句型转换的理解..7. clear voice 定位词是qualities..本题是第一个要求;所以当qualities这个词或它同意词出现后;90%的可能会给出本题的答案..所以当大家听到有qualities那句话后;we want a clear voice就揭晓了答案..8. think quickly 这道题和上一题也是并列项;所以也是找表示并列关系的词或类似的句子..当第7题答案给出后;原文And you must be able to thinkquickly这句给出了此题答案..因为and表示并列;able是ability的同意替换..9. 22nd October 提前预览题的时候可以大概猜测出此题需要的是表示时间的答案;题目中已经有了星期和时间点;所以多半是日期..带着这个预测去听;大家会发现当原文出现Thursday后;只有唯一的一个日期22ndOctober;所以这个肯定是答案..注意答题卡上的日期书写要规范;写Oct.是不能给分的..10. Manuja 这是一道送分的题..名字拼写是大部分同学不容易丢分的题;但是希望大家每次都做好名字只念一遍的准备;增强对字母的反应速度..写名字前先听清楚发音;一些容易混淆的字母就能区分开了..Section 2: 运动世界属于日常场景中shopping相关的内容必备词汇：1. attract v. 吸引2. customer n. 顾客3. original adj. 原始的4. ultimate adj. 最终的5. retailing n. 零售6. signature n. 签名7. equipment n. 设备8. stock n. 库存9. tennis n. 网球10. devote to 贡献11. champion n. 冠军12. competition n. 竞争13. membership n. 会员13. qualify v. 有资历14. available adj. 可用的15. account n. 账户试题解析：11. branch 这道题是不容易找到对应点的题;需要大家有比较好的理解能力..当文章出现题目sports world后的那句话the branch of a Danish sportsgoods company就是题目的对应..这是模糊概念和具体事物的替换方式;在雅思听力中比较常见..即Danish换成了题目中的international..12. west Bradcaster是专有名词;听力原文通常是不会替换的;所以搭配也不会变..大家只要听到原文中in the shopping center to the west ofBradcaster可以直接写出答案..这题几乎是原句..比较容易..13. clothing 此题定位的关键词应该是on floors 1-3.同时还要注意和原文中equipment并列出现的那个词就是答案..所以;原文The first threefloors have a huge range of sports clothing as well as equipment.就是依据点..14. 10 一读题就可以知道此题需要的是一个数字;从within看应该还是表将来时态的..所以;到听力原文中找到类似的表达就可以得出答案..正好to get it for you in ten days中get是原词;in和within是同意替换;所以10 就是答案..15. running specialize是此题的关键词;表示专注于........听力原文中theyparticularly focus on running这句中的particularly是同意表达..从经验来看;special经常和particular替换;大家要引起重视..16. bags 这题是相对比较难得分的题;需要大家较快的反应能力..题目中just说明那个特殊的区域专卖一种产品..听力原文a whole section of thethird floor is devoted to sports bags.需要大家要听的过程中要迅速反应出devote to表示贡献的意思;换句话就是只为某物来服务..所以;词汇不足的同学;估计这道题就无从下手了..17. A 单选题的方法主要是排除+直接找答案..Champion是这道题的信号词;当听力原文中出现champion后;大家就要提高谨慎去听接下来的描述;可以发现he will be staying around until about midday恰好是A答案on Saturday morning only的同意表达..此句以后的信息点都是混淆视听的;不用过多去纠结..18. A first和20是这道题比较明显的两个定位词..文章中只有唯一句thefirst person to get all the questions correct gets a year’s freemembership和这两个数字对应..19&20 AE可乱序多选题是大家不容易拿分的题;几乎题中所有选项都会在听力原文中出现;所以比较好的解题方法是排除+找表示并列关系的词;逐一筛选答案..当听力出现fitness test后就要开始集中注意力去做题;首先出现的是价格问题和E cheaper this month对应;听力中明确说at halfprice this month;所以E可以选定..紧接着;only a limited number ofplaces available和A you need to reserve a place是同意表达..到此;所以答案都找到了;后面的全是混淆视听的描述..Section 3：课程反馈属于授课场景必备词汇：1. semester n. 学期2. purpose n. 意图3. programme n. 项目4. seminar n. 研讨会5. presentation n. 陈述6. confident adj. 自信的7. expect v. 期待8. well-prepared adj. 准备充分的9. professional adj. 专业的10. overall adj. 整体的11. contact n. 接触12. audience n. 观众13. approach v. 接近14. satisfaction n. 满意15. positive adj. 积极的16. tutorial n. 指导17. journal n. 期刊18. reference n. 参考19. regularly adv. 定期地20. frustrated adj. 沮丧的21. strategy n. 策略22. motivate v. 刺激23. assignment n. 任务；作业试题解析：21. B 这篇文章开始铺垫性的内容较长;大家容易听走神;所以只要能找到21题起始的位置;再仔细听即可..当大家听到presentation reallyhelped me后;可以做好准备去找答案了..For example列举了诸多原因;先出现I was still nervous可以排除A;接着是well-prepared;最后提到关于style的问题;听力用professional来形容了他的风格..而C答案best in his group始终未出现;所以肯定选B和style有关的选项..22. C 听力中I was really surprised是信号句..这句之后;Hiroko说了两点让她惊讶的presentation style 和keeping eye contact with theiraudience..选项中只有C提到了audience相关的信息..23. B 当老师问how did you approach your presentation后大家就得准备好接招了..Hiroko回答的内容中when I have finished是另一个比较明显的对应;下一句I didn’t feel any real sense of satisfaction说明她并不满意..24. A 这道题中tutorial是不易替换的词;所以听力原文中I am not sopleased with my actual performance right now in the tutorials直接可以找到答案..25. C 这道题用排除法比较容易做..在24题之后;对于25题的描述比较多;但做题前大家有时间预览此题所以选项;会发现听力原文中先出现they’re not very polite and sometimes there seems to be no order intheir discussion.这句可以排除A和B;就算没有听到后面because theyknow each other’s habits; they can let each other into the discussion也可以选出C..26. B 很多同学在做选择题时;都比较容易紧张;因此只要听到原文中有出现和参考项一致的词就会立即选定答案..通常这样做选的答案都是不对的..解答此题;可以通过转折关系来找到对应点..听力中I’ve saidabsolutely nothing in tutorials.后跟了but这个词;说明下面肯定是和前面相反的情况;也就是题目中more positive的对应..听力中说道I’ve been trying to speak up more and I just jump in.说明她参与的更多了;即B选项more contribution更多贡献的同意表达..27. A 重点词是help her understand.听力原文中At first I couldn’t understandwhat the lectures were talking about; so I had to turn to the books andjournals.指出了答案..在听力中;通常表示总结的语句包含答案..books and journals就是所谓的参考资料reference materials.. 28. B reading skills是信号词;当听力中出现reading这个词后My readingspeed is still quite slow直接给出了答案是阅读速度慢的问题和B选项takes him a long time to read类似..29. C 这道题可以用排除法来做;即听力单选题如果两个选项是并列同时出现;而没和那两个选项一起出现的那个就是答案..大家会听到environment or health education是并列同时出现的;说明没和它们同时出现的engineering肯定是答案..30． B 这道题大家要看清楚对象是Hiroko;本篇听力唯一的一个女生..听力中会先出现关于vocabulary的描述;Hiroko说I didn’t need.可以先排除A..接着关于strategies的描述是一个男的在说;肯定不是Hiroko的观点;C排除;选B..Section 4：鲸和海豚大规模的搁浅属于课题研究场景必备词汇：1. session n. 讲习会2. stranding n. 搁浅3. occurrence n. 发生4. infest v. 寄生5. parasite n. 寄生虫6. marine adj. 海洋的7. navigate v. 导航8. potential adj. 潜在的9. toxin n. 毒素10. poison n. 毒素11. aware adj. 有意识的12. originate v. 源于13. ingest v. 咽下14. behavior n. 行为15. involve v. 牵涉16. contain v. 包含17. fatal adj. 致命的18. alternatively adv. 二选其一地19. accidentally adv. 意外地20. confusion n. 迷惑21. chase n. 追逐22. monitor v. 监控23. pilot n. 飞行员24. majority n. 大多数25. stomach n. 胃26. content n. 内容27. reveal v. 显露28. military adj. 军事的29. coincide v. 巧合30. detection n. 侦测31. mammal n. 哺乳动物32. distinguish v. 区分33. inevitable adj. 不可避免的34. consistent adj. 一致的35. phenomenon n. 现象36. assist v. 帮助37. establish v. 建立38. rescue v. 拯救39. collect v. 收集40. sample n. 样本41. recommend v. 推荐试题解析：31. tide 题目所需内容是对area的一个补充内容;由于第四部分听力同意替换比较多;几乎单词都不会原词出现..大家在听力原文中会发现locations这个词是areas的同意替换;正好听力中也是用where引导的句子来修饰locations; 答案就在where引导的那句话里wheresometimes the tide goes out suddenly..和题目变化迅速同意表达.. 32. hearing 此题是在parasite这个大标题下的内容;当听力出现parasite这个词后;才能是本题的依据..这题又是考的同意替换听力rely on和题目depend on 同意;听力navigate和题目navigation是词性转换的同意替换..33. plants; animals 逻辑关系通常是不会变的;所以听力原文肯定也是并列关系出现答案的..当听到toxis或poisons时;这道题答案就接近了..原文中originate from源于和题目的from是同意替换;所以听力接着出现的palnts or animals就是答案..像这种一个题号对应两个空的题目;两个空必须同时正确才能得分..34．feeding accidental stranding是此题的定位词..本题在解释原因;所以听力原文中表示原因的那个句子就是这题的依据..并且the majority of 这个短语和表示否定的not也可以作为定位词..当听力原文中出现strandaccidentally之后;插入了较长的干扰信息;但大家还是能明显听到themajority of和because引导的句子;因此;答案就是because后面引导的出现了否定意义的feeding这个词..35．Noises 听力中humans是这道题的起始位置;而和题目military tests相对应的同意替换military exercises是定位词和所需信息的依据..所以noisessuch as those caused by military exercises揭示了由于军事实践带来的是noises;正是答案..注意首写字母大写..36．healthy 这道题比较容易定位;因为有专有名词Bahamas和时间2000..再加上题目前面的all这个词;很容易找到答案是heathy..37．group 这道题可以利用和36题的并列关系来定位..听力由for one来引出36题;而in addition则指出了37题的起始位置..但这道题容易丢分;大家要正确理解听力原文the animals were spread out along 38kilometers of coast; and it’s more common for the animals to be foundin a group…才能总结得出此题答案..或者直接找题目中的in a…类似搭配也可以..38．social group behaviour是这道题的起始位置..这道只要找到起始位置之后和most对应的最高级所修饰的形容词就能得出答案..恰好原文也是由most来修饰social的..所以; social就是所需答案..39. leader 1994是比较明显的定位词;由语法可以得知本空是名词单数形式;所以当听力中出现1994年以后;apart from the leader; all the others hadbeen heathy这句中的leader符合要求..当然;如果能正确理解这句话的意思是”说除了领队的;其他都是健康的”说明只有领队的生病了;更能明确答案就是leader.40. networks 书名是这道题的定位词;题目要求大家找出书是关于哪方面的信息;表示关于的介词通常是about或on;所以书名出现后;找到这两词中的任意一个就可以得出答案..听力原文中出现的是about;所以搭配的networks就是答案..剑桥雅思真题9/ Test2听力解析Section 1: 住宿登记表—学生信息属于住房或租房场景必备词汇：1．arrange v. 安排 2. accommodation n. 住宿 3. residence n. 居民4. nursing n. 护理5. diet n. 饮食6. option n. 选择7. opt v. 选择8. bedsit n. 卧室客厅一体的房间9. facility n. 设施10. theater n. 剧院11. badminton n. 羽毛球12. priority n. 优先权13. account n. 理由14. mature adj. 成熟的15. slightly adv. 稍微地16. vacancy n. 空缺17. socialise v. 社交试题解析：1. Bhatt 这是一道送分的题;大家只要听清楚了发音和字母就可以准确地写出人名..注意首写字母大写..2．31st March; 1972 这道题考查大家对年月日表达的熟悉度..在听力原文中;只有唯一一处出现了需要的年月日;所以就是答案..雅思参考答案中没有把1972写出来..其实能把年份写出来;答案更完整更准确..3. nursing 通常section1的题都不会难;所以只要能准确找到对应位置就能得出答案..此题在听力原文对应的起始句是And what will you be studying这句之后;直接给出了答案I’m doing a course in nursing.4. 2 / two 这道题问的是学生计划待多久..听力原文中how long would you wantto stay in hall 是起始位置..学生的回答it’ll take 3 years but I’d onlylike to stay in hall for two.中出现了转折关系;因此答案应该是转折词后面的数字2..5. meat 关于特殊饮食习惯的问题也是经常出现的..通常special diet的同意替换就是定位的地方..听力原文do you have any special diet是比较容易听到的..在这句话之后;学生回答说I don’t take red meat.所以答案是meat..考试中大家不要忽略括号内的信息..6. bedsit 这道题相对不容易得分..首先在听力原文中出现信号句thinkingabout the room itself之后;混淆视听的信息较多..其次;bedsit这个词大多数人应该不是很熟悉..所以;只能依赖于single这个词来找听力原文中的搭配..提供的选择中只有a single bedsit一个答案;同时学生回答说I think the bedsit sounds the best option.所以答案肯定是bedsit..通常听力中最高级表达的内容几乎都是重点信息..7. theater interest是此题的定位词..出现这个词后;I love the theater直接给出了第一个点是喜欢剧院;就是本题的答案..紧接着又出现了badminton;所以更能肯定theater就是答案..8. mature 大家看到本题时;估计不少人会纠结Priorities是什么意思;结果就忽略了要填的空..其实这个词是雅思重要词汇;考试前是必须记熟的..不过在听力原文中priorities原词出现;大家可以以此作为起始点;去寻找需要的信息..很显然;这个词是修饰学生的一个形容词; 听力中只有mature students一个搭配;所以需要的词就是mature..9. town 这道题和第8题是并列的项;所以;第8题信息点描述完后;多半会有表示并列的词把第9题引出来..而原文中and I’d prefer to be out of town是第8题信息完后出现的第一个并列点;加上out of是outside的同意替换;所以答案是town..10. shared 读完题;语法好的同学能立刻反应出空白处需要的是形容词修饰area..同样;也可以利用并列关系来定位..听力在第9题信息点完了之后;并未出现明显的表示并列关系的词;但听力文章中Anything else之类的句子同样可以表示并列;所以紧接着出现的I would likesomewhere with a shared area..指出了shared是修饰area的词;就是答案..Section 2：公园和开放区域属于旅游场景必备词汇：1. delighted adj. 高兴的2. variety n. 多样3. accessible adj. 可进入的4. commercially adv. 商业地5. ancient adj. 古代的6. craft n. 工艺7. arrange v. 安排8. herb n. 草药9. technique n. 技术10. dye n. 染色11. illustrate v. 阐述12. insect n. 昆虫13. indicate v. 暗示14. refreshment n. 餐点15. relax v. 放松16. circular adj. 环形的17. surround v. 围绕18. path n. 小路试题解析：11. trees 这篇听力原文铺垫比较长;所以大家一定要耐着性子听;直到找到第11题对应的点Holt Island就可以准备开始做题了..当听力原文中出现Holt Island之后;which is noted for its great range of trees.这句话中great range of 和many different是同意替换;所以答案是trees..12. Friday；Saturday 这道题两个空必须同时正确才能得分..此题考的是时间段;听力中Theisland is only open to the public from Friday to Saturday.这句话from…to…和题目中的between… and…是同意替换..13. farm 首先空前面的a 提醒大家此空应填可数名词单数和2000-year-old搭配;数字在听力原文中是不会变的;所以听力原文中a farm over 2000years ago就是对应的依据..14. C 这道题定位的关键词是Monday;读完题目大家应该明白题意是让找visitors能亲自做的事情..很多同学都会在听力中听到cooking和cloth这两个单词;但和cooking搭配的动词时listen to;所以不是让游客参与和A中的prepare不能对应..而和cloth搭配的是practice;同时color dyes对应C中的dye;所以选C..15. B Wednesday是本题的定位关键词;当听力原文中出现Wednesday后;大家会听到由so引导的一句话通常总结句就是关键点所在so if youwant to go you’ll need to phone the park ranger a few days ahead正好是B提前预定的同意表达..后文提到a small charge又可以把C排除;A中的only未出现;因此选B..16. A 这是三道选择题里面偏难的一题..当在听力中听到Saturday时便要做好迎接答案的准备了..B选项可以由听力中even just for a shortwhile排除;C的表达没在听力中出现;所以由听力原文中make sureyou’re wearing something that you don’t mind getting dirty or torn可以选出A穿合适的衣服..17. A 这篇地图题有坐标所以方位词一定会用到东西南北..听力中先描述了two gates; 然后立即转到north west的lake; 之后重点信息就来了;a bird hide to the west of it; at the end of a path就是图中A的位置..18. I 此题是最简单;大家只需要听到close to the refreshments就能选出是I;因为附近只有这个参考项..19. F 这道题考查大家对circular这个单词的理解;只有明白它表示环形的;图中的F就能被选出来..20. E 地图题通常最后一题都有finally/ lastly/one last thing之类的提示词;这道题只要抓到western和between the two paths就可以选出E..Section 3：自学中心属于校园场景必备词汇：1. access n. 途径2. component n. 组成3. relocate v. 迁址4. exist v. 存在5. set-up n. 装配6. install v. 安装7. comment n. 评论8. appropriate adj. 合适的9. technician n. 技术人员试题解析：21. C 这道题需要的是原因;由于逻辑关系不会变;所以听力原文中一定会有表示因为的词引导出答案的同意表达..当听力中出现keep it之后便要谨慎找原因关系的引导词了..听力在紧接着的描述中用because引出they see it as a pretty major component of their course这是C选项的同意表达..22. B 这道题的起始位置和21离的相对有点远;大家在听的过程中容易紧张以为自己错过了信息点..当出现teachers时就要开始注意后面的内容哪儿有提到some teachers的同意表达..听力中some of us正好替换some teachers;此句指出we could benefit a lot more by relocatingthe Self-access Centre; 考查大家对relocated的理解..23. B 定位词是students’ main concern..听力中our main worry就是同意表达;此句指出our main worry would be not being able to go to a teacherfor advice恰好是B很难得到帮助的同意表达..24. C 这道题用排除法更容易些..相对来说是这4道选择题中最难的;此题和23隔的比较远;也是大家比较难定位的题..单选题中若有两个答案并列出现; 而另一个选项是单独出现或没出现原词表达通常才是正确答案..在听力原文中大家会听到expense对应A中的cost 和room 对应B中的space是并列出现的;所以答案是C;虽然supervise监督这个词未出现在听力原文中..25. reading 通常特别提出的问题都是考点所在;所以这题定位的关键词除了materials;更重要的定位词应该是in particular. 听力原文中用especially替换了in particular;引出reading resources; resources是materials的同意替换;所以答案是reading..26. CD update是这道题的定位词..听力原文中The CD section especiallyneeds to be more current.指出了正确答案;因为section是collection的同意替换;more current是update的替换;同时此句有especially是特别提出的事情;所以一定是正确答案所在的句子..27. workbooks 这道题主要考查大家对听力原文的理解..如果定位buy这个词可能比较难找到对应的原句..听力中只出现了divide them up的同意表达break them up; 所以只要明白them就是指听力原文前一句中的workbooks便可以得出答案..28. timetable 空前面有a说明此题需要一个可数名词单数形式的单词..当听力原文中出现talk to teachers时答案就接近了;这个东西的目的是为了supervising the centre..听力原文中a timetable to supervise the centre正好是题中的同意表达;所以答案是timetable..29. alarm an说明所需要的答案是元音开头的单数名词;同时大家还应该知道install是安装的意思才能准确定位..听力原文中What about puttingin an alarm 是起始位置;put in就是类似于安装的意思;对方的回答是Good idea; 所以答案一定是alarm..30. email restrict限制是这道题定位的关键;这个词也是雅思高频词..听力原文中limit是它的同意替换access to类似于use的意思;搭配的宾语email就是此题所需要的答案..Section 4: 商业文化属于授课场景必备词汇：1. eventually adv. 最终2. characteristics n. 特征3. classify v. 分类4. belief n. 信念5. identify v. 确认;识别6. effective adj. 有效的7. procedure n. 过程8. respond v. 回应9. threat n. 威胁10. opportunity n. 机会11. negative adj. 负面的12. coordinate v. 协调13. senior adj. 高级的14. typically adv. 典型地15. specific adj. 具体的16. overhead n. 日常开支17. expertise n. 专业知识18. allocate v. 分配19. flexible adj. 灵活的20. depth n. 深度21. category n. 种类试题解析：31. central 这道题比较容易在听力原文中找到对应的位置..在出现small之后;就要注意此题的提示点..It’s the type of culture that needs a centralsource of power这句话几乎完全对应题目的表达..32. conversations 这道题和31题是并列关系;当31题信息完了时;听力原文anothercharacteristic 引出此题..题目需要的是交流的形式;听力原文takesthe form of conversations给出了答案..33. effectively 读题时大家应该明确此题需要的是副词;修饰act..Disadvantage是定位词;听力中negative side与此对应;是此题的开始位置;后一句doesn’t always act effectively直接原词给出了答案..34. risks 这道题是问员工不怕什么;在section 4所有已给的重点信息基本在听力原文中都有同意表达;所以在听力原文中大家只要听到不怕的同意替换happy to take risks就能准确找到答案..35. levels 由many可知需要的是可数名词复数形式..Role culture是此题的起始位置..听力原文中lots of different levels正好对应many;所以答案是levels..36. descriptions 这道题的突破点有两个;一是举例关系;二是在听力原文中找和job搭配的词就是此题答案.. 当rules and procedure在听力原文中原词出现后for example直接引出了答案there are specific job descriptions.37. technical 这道题和已给的economies of scale是并列关系;所以找到并列关系引导词引导的句子就能定位..听力中出现的并列关系词是and secondly;这个词后的句子it is particularly successful in business markets wheretechnical expertise is important给出了答案;此题还考查大家对expertise专业知识的了解;它替换了题目中的ability..38. change 这道题重在理解;听力原文和题目中的句型和表达是不一致的..听力原文this culture is often slow to recognize the need for change是此题的对应..同时on the other hand这个短语指出这是disadvantage的起始位置..39. responsibility 这道题和values security是并列关系;找到并列关系词就能准确定位..听力原文中提到value security之后由and引出了所需的点who don’tparticularly want to have responsibility..40. flexible 当a lot of delegation的同意表达出现之后就要准备好在听力原文中找advantage的同意表达或者原词;就是此题的起始位置..听力原文中one of the major benefits of this culture正是advantage的同意替换;后半句is that it’s flexible给出了答案..。

剑9雅思听力题型大纲解读以下是资料下载为大家整理的剑9雅思听力题型大纲，供大家参考：Question typesPractice Test1Form Completion剑9 Page 33 Test 2 Section 1 Question 1-10 共10道2Table Completion剑9 Page 35 Test 2 Section 2 Question 11-13 共3道剑9 Page 38 Test 2 Section 3 Question 25-30 共6道剑9 Page 56 Test 3 Section 1 Question 1-5 共5道剑9 Page 59 Test 3 Section 2 Question 19-20 共2道剑9 Page 60 Test 3 Section 3 Question 24-28 共5道剑9 Page 79 Test 4 Section 1 Question 1-4 共4道剑9 Page 80 Test 4 Section 1 Question 7-10 共4道剑9 Page 86 Test 4 Section 4 Question 37-40 共4道3Notes Completion剑9 Page 10 Test 1 Section 1 Question 1-10 共10道剑9 Page 11 Test 1 Section 2 Question 11-16 共6道剑9 Page 15 Test 1 Section 4 Question 31-40 共10道剑9 Page 39 Test 2 Section 4 Question 31-40 共10道剑9 Page 57 Test 3 Section 1 Question 6-10 共5道剑9 Page 60 Test 3 Section 3 Question 21-23,29-30 共5道剑9 Page 62 Test 3 Section 4 Question 33-40 共8道剑9 Page 82 Test 4 Section 2 Question 19-20 共2道4Multiple Choice Questions剑9 Page 12 Test 1 Section 2 Question 17-18 共2道-单选剑9 Page 12 Test 1 Section 2 Question 19-20 共2道-多选剑9 Page 13 Test 1 Section 3 Question 21-30 共10道-单选剑9 Page 35 Test 2 Section 2 Question 14-16 共3道-单选剑9 Page 37 Test 2 Section 3 Question 21-24 共4道-单选剑9 Page 58 Test 3 Section 2 Question 11-13 共3道-单选剑9 Page 61 Test 3 Section 4 Question 31-32 共2道-单选剑9 Page 79 Test 4 Section 1 Question 5-6 共2道-多选剑9 Page 83 Test 4 Section 3 Question 21-22 共2道-单选剑9 Page 85 Test 4 Section 4 Question 31-36 共6道-单选5Map剑9 Page 36 Test 2 Section 2 Question 17-20 共4道6Matching剑9 Page 59 Test 3 Section 2 Question 14-18 共5道剑9 Page 82 Test 4 Section 2 Question 14-18 共5道7Sentence completion剑9 Page 83 Test 4 Section 3 Question 23-25 共3道8Summary completionNone9Short answer questions剑9 Page 84 Test 4 Section 3 Question 27-30 共5道10Labeling a diagram /Flow chart剑9 Page 81 Test 4 Section 2 Question 11-13 共3道-单选。