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2023年9月28日雅思阅读考试真题及答案
您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！昨天刚刚结束了最新一期的雅思考试，大家有没有被难倒呢？接下来就跟着小钟老师来看一看2023年9月28日雅思阅读考试真题及答案。
Passage1： 希腊硬币Greek coinage
参考答案：
1. 希腊coin早在3000年就出现了=F
2. T
3. Sparta地区侵略Athens并强制Athens用他们的货币=F
4. Great coins在整个欧洲流传=F
5. Persian 入侵了Lydia并且使用人家的硬币=T
6. 用硬币上的头像来奖励做出杰出贡献的人=NG
7. mint
8. stamps
9. anvil
10. reserve dies
11. 希腊硬币的重量至少=0.15g
12. 硬币的图案=the king的头像
13. 希腊被波斯征服之前的花纹是lion and doil
14. coin 在雅典被称为 owl
Passage2： 悉尼交通标识Street markers in Sydney
Passage3： Musical Maladies
参考答案：
A. Music and the brain are both endlessly fascinating subjects， and as a neuroscientist specializing in auditory learning and memory， I find them especially intriguing. So I had high expectations of Musicophilia， the latest offering from neurologist and prolific author Oliver Sacks. And I confess to feeling a little guilty reporting that my reactions to the book are mixed.
B. Sacks himself is the best part of Musicophilia. He richly documents his own life in the book and reveals highly personal experiences. The photograph of him>C. The preface gives a good idea of what the book will deliver. In it Sacks explains that he wants to convey the insights gleaned from the enormous and rapidly growing body of work>complex and often bizarre disorders to which these are prone.＂ He also stresses the importance of the simple art of observation＂ and the richness of the human context. He wants to combine observation and description with the latest in technology，” he says， and to imaginatively enter into the experience of his patients and subjects. The reader can see that Sacks， who has been practicing neurology for 40 years， is torn between the old-fashioned path of observation and the new-fangled， high-tech approach： He knows that he needs to take heed of the latter， but his heart lies with the former.
D. The book consists mainly of detailed descriptions of cases， most of them involving patients whom Sacks has seen in his practice. Brief discussions of contemporary neuroscientific reports are sprinkled liberally throughout the text. Part I， Haunted by Music，＂ begins with the strange case of Tony Cicoria， a nonmusical， middle-aged surgeon who was consumed by a love of music after being hit by lightning. He suddenly began to crave listening to piano music， which he had never cared for in the past. He started to play the piano and then to compose music， which arose spontaneously in his mind in a torrent of notes. How could this happen？ Was I the cause psychological？ （He had had a near-death experience when the lightning struck him.） Or was it the direct result of a change in the auditory regions of his cerebral cortex？ Electro-encephalography （EEG） showed his brain waves to be normal in the mid-1990s， just after his trauma and subsequent conversion to music. There are now more sensitive tests， but Cicoria has declined to undergo them； he does not want to delve into the causes of his musicality. What a shame！
E. Part II， “A Range of Musicality，” covers a wider variety of topics，but unfortunately， some of the chapters offer little or nothing that is new. For example， chapter 13， which is five pages long， merely notes that the blind often have better hearing than the sighted. The most interesting chapters are those that present the strangest cases. Chapter 8 is about “ amusia， ” an inability to hear sounds as music， and “dysharmonia，”a highly specific impairment of the ability to hear harmony， with the ability to understand melody left intact. Such specific dissociations are found throughout the cases Sacks recounts.
F. To Sacks＇s credit， part III， ＂Memory， Movement and Music，＂ brings us into the underappreciated realm of music therapy. Chapter 16 explains how ＂melodic intonation therapy＂ is being used to help expressive aphasic patients （those unable to express their thoughts verbally following a stroke or other cerebral incident）>G. To readers who are unfamiliar with neuroscience and music behavior， Musicophilia may be something of a revelation. But the book will not satisfy those seeking the causes and implications of the phenomena Sacks describes. For>appears to be more at ease discussing patients than discussing experiments. And he tends to be rather uncritical in accepting scientific findings and theories.
H. It＇s true that the causes of music-brain oddities remain poorly understood. However， Sacks could have done more to draw out some of the implications of the careful observations that he and other neurologists have made and of the treatments that have been successful. For example， he might have noted that the many specific dissociations among components of music comprehension， such as loss of the ability to perceive harmony but not melody， indicate that there is no music center in the brain. Because many people who read the book are likely to believe in the brain localization of all mental functions， this was a missed educational opportunity.
I. Another conclusion>patient. Treatments mentioned seem to be almost exclusively antiepileptic medications， which ＂damp down＂ the excitability of the brain in general； their effectiveness varies widely.
J. Finally， in many of the cases described here the patient with music-brain symptoms is reported to have ＂normal＂ EEG results. Although Sacks recognizes the existence of new technologies， among them far more sensitive ways to analyze brain waves than the standard neurological EEG test， he does not call for their use. In fact， although he exhibits the greatest compassion for patients， he conveys no sense of urgency about the pursuit of new avenues in the diagnosis and treatment of music-brain disorders. This absence echoes the book＇s preface， in which Sacks expresses fear that the simple art of observation may be lost＂ if we rely too much on new technologies. He does call for both approaches， though， and we can only hope that the neurological community will respond.
27-30：B C A A
31-36：YES NG NO NG YES NO
37-40：F B A D
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2023年9月4日雅思阅读考试真题与答案解析
您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！9月4日的雅思考试是换题季后第一场考试，对于这次的雅思考试，想必很多学生都想要看看它的真题吧。那么小钟老师下面就来给大家讲讲2023年9月4日的雅思阅读的考试真题与答案解析。
一、2023年9月4日雅思阅读真题与答案
Passage 1
主题：关于侦探小说的各种作家
参考答案：
Passage 2
主题：生物钟
参考答案：
14.G
15.A
16.E
17.C
18.D
19. 待回忆
20. exposure
21.hormone
22.rhythm
23.gene
23-26 多选 待回忆
Passage 3
主题：商业培训
参考答案：
二、雅思阅读步骤
1.快速阅读：平时进行大量的快速阅读。可选的阅读材料有：TIME, NEWSWEEK, THE ECONOMIST, CHINADAILY, 21st CENTURY等。因为雅思考试与时代紧密相连，具有一定的时效性，所以报刊文章为泛读的首选。阅读报刊文章应选择一般性的题材，如科普，社会问题，学术观点性的文章，而政治，军事，尖端科技的文章可以略过。采取的阅读方式为快速阅读。
2.难句突破：在精读和做雅思试题时，将复杂的难句摘抄出来，然后分析句子结构，彻底消化难点。虽然雅思阅读中不可能有原句重现，但是难句的结构是基本不变的。
3.词汇强记：词汇量不够，应进行词汇突击。雅思考试的词汇量约为6000~8000词。词汇量小也是导致阅读理解速度慢的重要因素。
4.模拟练习：接下来就要做雅思模拟试题，进一步熟悉考试题型。熟练掌握阅读题型。有两点需要特别注意：首先，雅思阅读的各种题型必须搞熟，尤其是主观题如简答、填空、概括等。其次，要看清题目，因为雅思阅读的问法比较灵活，可以是对/错/未给出答案，所以先看清楚要你做什么，再下手不迟，切忌做“无用功”。
5、总结技巧：注意分析阅读理解的套路，总结解题技巧。如果个人复习情况不佳，可以根据自己的实际情况选择合适的辅导班。
三、雅思阅读做题诀窍
1.Skimming and Scanning
雅思阅读测试的一大特色是同义词(synonyms)和释义表达(paraphrasing)。因此，考生在做此类题目的过程中，要首先判断哪个是关键词(keywords)，以及它的同义词，然后根据该词迅速在文章中寻找，准确定位(locatingtheexpectedinformation)，根据要求填空。
此外，雅思阅读一般取材于报刊、杂志等，因此平时应大量阅读英文报刊，像《英国镜报》、《卫报》等，以了解英文报刊文章的表达习惯和常用表达式。
2.good reading habits
很多中国考生在平时训练阅读时一遇到生词就想查文曲星、字典之类的辅助工具。考试中，由于雅思阅读考试的取材都来自原版报刊杂志，文章中必然出现不少考生没有见过或者很少碰到的生词，尤其是学术类阅读第三篇文章的词汇量往往很大，这时良好的阅读习惯就成了我们能否获取理想成绩的关键。
细心总结一下就可以发现，在很多情况下，形容词和副词是最难以记忆的，也就是我们最感生疏的，但是它们一般不太会影响我们的句子理解能力。
希望以上的答复能对您的留学申请有所帮助。如果您有任何更详细的问题或需要进一步的协助，我强烈推荐您访问我们的留学官方网站 ，在那里您可以找到更多专业的留学考试规划和留学资料以及一对一的咨询服务。祝您留学申请顺利！
2023年10月19日雅思阅读考试真题及答案
您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！上周末完成的雅思考试，相信大家都对真题和答案很感兴趣，那么今天就来和小钟老师一起来看看2023年10月19日雅思阅读考试真题及答案。
Section1
青春期能力发展（重复19年4月13日第一篇文章，考试文章和部分题目稍有改动，真题仅供参考）
Section2
蜜蜂对于生态的重要性
Section3
可以参考：历史教学新方法 New Ways of Teaching History
New Ways of Teaching History
In a technology and media-driven world， it＇s becoming increasinglydifficult to get our students’attentions andkeep them absorbed in classroom discussions. This generation， in particular，has brought a unique set of challenges to the educational table. Whereas youthare easily enraptured by high-definition television， computers， iPods， videogames and cell phones， they are less than enthralled by what to them areobsolete textbooks and boring classroom lectures. The question of how to teachhistory in a digital age is often contentious. On the one side， the old guardthinks the professional standards history is in mortal danger fromflash-in-the-pan challenges by the distal that are all show and no the other Side， the self-styled“disruptors”offer over-blown rhetoric about how digital technology has changedeverything while the moribund profession obstructs all progress in the name ofoutdated ideals. At least， that＇s a parody （maybe not much of one） of how thedebate proceeds. Both supporters and opponents of the digital share moredisciplinary common ground than either admits.
When provided with merely a textbook as a supplemental learning tool， testresults have revealed that most students fail to pinpoint the significance ofhistorical events and individuals. Fewer still are able to cite andsubstantiate primary historical sources. What does this say about the way oureducators are presenting information？ The quotation comes from a report of a1917 test of 668 Texas students. Less than 10 percent of school-age childrenattended high school in 1917； today， enrollments are nearly universal. Thewhole world has turned on its head during the last century but one thing hasstayed the same： Young people remain woefully ignorant about history reflectedfrom their history tests. Guess what？ Historians are ignorant too， especiallywhen we equate historical knowledge with the ＂Jeopardy＂ Daily a test， those specializing in American history did just fine. But those withspecialties in medieval， European and African history failed miserably whenconfronted by items about Fort Ticonderoga， the Olive Branch Petition， or theQuebec Act—all taken from a typical textbook. According to thetesters， the results from the recent National Assessment in History， likescores from earlier tests， show that young people are ＂abysmallyignorant＂ of their own history. Invoking the tragedy of last September，historian Diane Ravitch hitched her worries about our future to the idea thatour nation＇s strength is endangered by youth who do poorly on such tests. Butif she were correct， we could have gone down the tubes in 1917！
There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which There is a huge difference between saying ＂Kids don’t know the history we want then to know＂ and saying ＂Kids don＇tknow history at all.＂ Historical knowledge burrows itself into ourcultural pores even if young people can＇t marshal it when faced by a multiplechoice test. If we weren’t such hypocrites（or maybe if we were better historians） we＇d have to admit that today＇sstudents follow in our own footsteps. For too long we＇ve fantasized that byrewriting textbooks we could change how history is learned. The problem，however， is not the content of textbooks but the very idea of them. No humanmind could retain the information crammed into these books in 1917， and it cando no better now. If we have learned anything from history that can be appliedto every time period， it is that the only constant is change. The teaching ofhistory， or any subject for that matter， is no exception. The question is nolonger whether to bring new technologies into everyday education； now， thequestion is which technologies are most suitable for the range of topicscovered in junior high and high school history classrooms. Fortunately，technology has provided us with opportunities to present our Civil War lessonplans or our American Revolution lesson plans in a variety of new ways.
Teachers can easily target and engage the learners of this generation byeffectively combining the study of history with innovative multimedia- PowerPointand presentations in particular can expand the scope of traditional classroomdiscussion by helping teachers to explain abstract concepts while accommodatingstudents* unique learning styles. PowerPoint study units that have beenpre-made for history classrooms include all manner of photos， prints， maps，audio clips， video clips and primary sources which help to make learninginteractive and stimulating. Presenting lessons in these enticing formats helpstechnology-driven students retain the historical information they＇ll need toknow for standard exams.
Whether you are covering Revolutionary War lesson plans or World War IIlesson plans， PowerPoint study units are available in formats to suit the needsof your classroom. Multimedia teaching instruments like PowerPoint software aregetting positive results the world over， framing conventional lectures withcaptivating written， auditory and visual content that helps students recallnames， dates and causal relationships within a historical context.
History continues to show us that new times bring new realities. Educationis no exception to the rule. The question is not whether to bring technologyinto the educational environment. Rather， the question is which technologiesare suitable for U.S. and world history subjects， from Civil War lesson plansto World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lessonplans， PowerPoint presentations are available in pre-packaged formats to suityour classroom＇s needs.
Meanwhile， some academic historians hold a different view on the use oftechnology in teaching history. One reason they hold is that not all facts canbe recorded by film or videos and literature is relatively feasible in thiscase her challenge they have to be faced with is the painful process tolearn new technology like the making of PowerPoint and the editing of audio andvideo clips which is also reasonable especially to some elderly historians.
Question
Reading this passage has eight paragraphs， A- G
Choosing the correct heading for paragraphs A- G from the list of headingbelow
Write the appropriate number， i- x， in boxes 28-34 on your answer sheet
List of Headings
i unavoidable changing facts to be considered when picking up technologymeans
ii A debatable place where the new technologies stand in for historyteaching
iii Hard to attract students in traditional ways of teaching history
iv Display of the use of emerging multimedia as leaching tools
v Both students and professionals as candidates did not produce decentresults
vi A good concrete example illustrated to show how multimedia animates thehistory class
vii The comparisons of the new technologies applied in history class
viii Enormous breakthroughs in new technologies
ix Resistance of using new technologies from certain historian
x Decisions needed on which technique to be used for history teachinginstead of improvement in the textbooks
28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph D
32 Paragraph E
33 Paragraph F
34 Paragraph G
Question 35-37
Do the following statements agree with the information given in ReadingPassage？
In boxes 35-37 on your answer sheet， write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
35 Modem people are belter at memorizing historical information comparedwith their ancestors.
36 New technologies applied in history- teaching are more vivid forstudents to memorize the details of historical events.
37 Conventional ways like literature arc gradually out of fashion as timegoes by.
Question 38-40
Complete the following summary of the paragraphs of Reading Passage， usingmore than three words from the Reading Passage for each answer.
Write your answers in boxes 38-40 on your answer sheet.
Contemporary students can be aimed at without many difficulties byintegrating studying history with novel. ..38.... Conventional classroomdiscussion is specially extended by two ways to assist the teachers tointerpret ...39... and at the same time retain students＇ distinct learningmodes. PowerPoint study units prepared beforehand comprising a wide variety ofelements make ...40.... learning feasible. Combined classes like this can alsobe helpful in taking required tests.
希望以上的答复能对您的留学申请有所帮助。如果您有任何更详细的问题或需要进一步的协助，我强烈推荐您访问我们的留学官方网站 ，在那里您可以找到更多专业的留学考试规划和留学资料以及一对一的咨询服务。祝您留学申请顺利！
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