雅思考试阅读考题回顾
朗阁海外考试研究中心郑虹考试日期： 2015年10月10日
Reading Passage 1
Title: Seed
Hunting
Question types: 判断题6题
摘要填空题5题多选题2题
文章内容回顾大意是有一个体，他们的职业就是收集种子，在全球各地行走，为生物科技公司或者药品公司收集植物的种子。除了科研以外，还可以帮助我们保留正在濒危或者可能灭绝的植物。因为这些努力，很多本应该灭绝的物种被保留了下来。有个叫seed banks的地方专门用于安置植物种子，其负责人表
示，在这些植物消失之前，能有人用行动拯救它们是非常可喜的。但是很多这类seed banks也面临着资金短缺的问题。
题型难度分析1-6判断题
1. The purpose of collecting seeds now is different from the past. TRUE
2. The millennium seed bank is the earliest seed bank. NOT GIVEN
3. One of major threats for plant species extinction is farmland expansion into wildness. TRUE
4. The approach that scientists apply to store seeds is similar to that used by farmers. TRUE
5. Technological development is the only hope to save plant species. FALSE
6. The works of seed conservation are often limited by financial problems. TRUE
7-11摘要填空题
Some people collect seeds for the purpose of protecting certain species from 7. extinction; others collect seeds for their ability to produce 8. drugs/crops. They are called seed hunters. The 9. pioneers
of them included both gardeners and botanists, such as 10. Sir Joseph Banks, who financially supported collectors out his own pocket. The seeds collected are usually stored in seed banks, one of which is the famous millennium seed bank, where seeds are all stored in the 11. underground vaults at a low temperature.
12-13多选题
Which Two of the following are provided by plants to the human?
选：A & B
A. food
B. fuels
C. clothes
D. energy
E. commercial products
本篇文章的难度中等，第一个题型是判断题，判断题是雅思阅读必考题
型，大家在备考的时候应该格外注意，判断题出题按顺序，不难定位到。
第二个题型是选词填空summary, 比较简单，第三个题型是多项选择，
只要定位准确，也不会出错，而且选项也简单易理解。
题型技巧分析 整篇文章三个题型，第一个题型是判断题，同学们在备考时应熟悉每种
判断题的考点，只要考点词判断准确，判断题还是属于比较简单的题型。
Summary 题注意以下几点：第一，先确定这个summary 是对文章中的
哪几个段落进行概括；第二，选词填空的词性大部分是名词；第三，选
词填空最重要的是分析空格前后的修饰词，回文章与空格前后修饰词
同义的词即可。
剑桥雅思推荐原文
练习
剑7 Test 4 Passage 1（题型相似）
Reading Passage 2
Title:
Implication of False Experiments 错误实验影响 Question types: 人名观点配对题 7 题
摘要填空题 7题
文章内容回顾
从20世纪80年代开始人们就对孩子的思维方式进行了大量研究，孩
子是否有能力认识到人们对世界的看法是不同的。患有孤独症的孩子
可能缺乏这种能力，但是具有这种能力可能说明孩子在认知和社会方
面的发展，不同的科学家采取了不同的实验来证明孩子是否具有这种
能力。 相关英文原文阅读 Implication of False Belief Experiments
A  A considerable amount of research since the mid 1980s has
been concerned with what has been termed children’s theory of
mind. This involves children’s ability to understand that people can
have different beliefs and representations of the world -a capacity
that is shown by four years of age. Furthermore, this ability appears
to be absent in children with autism. The ability to work out what
another person is thinking is clearly an important aspect of both
cognitive and social development. Furthermore, one important
explanation for autism is that children suffering from this condition do
not have a theory of mind (TOM). Consequently, the development of
children’s TOM has attracted considerable attention.
B  Wimmer and Perner devised a ‘false belief task’ to address this
question. They used some toys to act out the following story. Maxi
left some chocolate in a blue cupboard before he went out. When he
was away his mother moved the chocolate to a green cupboard.
chocolate怎么读Children were asked to predict where Maxi will look for his chocolate
when he returns. Most children under four years gave the incorrect
answer, that Maxi will look in the green cupboard. Those over four
years tended to give the correct answer, that Maxi will look in the blue cupboard. The incorrect answers indicated that the younger children did not understand that Maxi’s beliefs and representations no longer matched the actual state of the world, and they failed to appreciate that Maxi will act on the basis of his beliefs rather than the way that the world is actually organised.
C    A simpler version of the Maxi task was devised by Baron-Cohen to take account of criticisms that younger children may have been affected by the complexity and too much information of the story in the task described above. For example, the child is shown two dolls, Sally and Anne, who have a basket and a box, respectively. Sally also has a marble, which she places in her basket, and then leaves to take a walk. While she is out of the room, Anne takes the marble from the basket, eventually putting it in the box. Sally returns, and the child is then asked where Sally will look for the marble. The child passes the task if she answers that Sally will look in the basket, where she put the marble; the child fails the task if she answers that Sally will look in the box, where the child knows the marble is hidden, even though Sally cannot know, since she did not see it hidden there. In order to pass the task, the child must be able to understand that another’s mental representation of the situation is different from their own, and the child must be able to predict behavior based on that understanding. The results of research using false-belief tasks have been fairly consistent: most normally-developing children are unable to pass the tasks until around age four.
D Leslie argues that, before 18 months, children treat the world in a literal way and rarely demonstrate pretence. He also argues that it is necessary for the cognitive system to distinguish between what is pretend and what is real. If children were not able to do this, they would not be able to distinguish between imagination and reality. Leslie suggested that this pretend play becomes possible because of the presence of a de-coupler that copies primary representations to secondary representations. For example, children, when pretending a banana is a telephone, would make a secondary representation of a banana. They would manipulate this representation and they would use their stored knowledge of ‘telephone’ to build on this pretence.
E  There is also evidence that social processes play a part in the development of TOM. Meins and her colleagues have found that what they term mindmindedness in maternal speech to six-month old infants is related to both security of attachment and to TOM abilities. Mindmindedness involves speech that discusses infants’ feelings and explains their behaviour in terms of mental states (e. g. ‘you’re feeling hungry’).
F  Lewis investigated older children living in extended families in Crete and Cyprus. They found that children who socially interact with more adults, who have more friends, and who have older siblings tend to pass TOM tasks at a slightly earlier age than other children. Furthermore, because young children are more likely to talk about their thoughts and feelings with peers than with their mothers, peer interaction may provide a special impetus to the development of a TOM. A similar point has been made by Dunn, who argues that peer interaction is more likely to contain pretend play and that it is likely to be more challenging because other children, unlike adults, do not make large adaptations to the communicative needs of other children.
G  In addition, there has been concern that some aspects of the TOM approach underestimate children’s understanding of other people. After all, infants will point to objects apparently in an effort to change a person’s direction of gaze and interest; they can interact quite effectively with other people; they will express their ideas in opposition to the wishes of others; and they will show empathy for the feelings of others. All this suggests that they have some level of understanding that their own thoughts are different to those in another person’s mind. Evidence to support this position comes from a variety of sources. When a card with a different picture on each side is shown to a child and an adult sitting opposite her, then three year olds understand that they see a different picture to that seen by the adult.
H  Schatz studied the spontaneous speech of three-year-olds and found that these children used mental terms, and used them in circumstances where there was a contrast between, for example, not being sure where an object was located and finding it, or between pretending and reality. Thus the social abilities of children indicate that they are aware of the difference between mental states and external reality at ages younger than four.
I  A different explanation has been put forward by Harris. He proposed that children use ‘simulation’. This involves putting yourself in the other person’s position, and then trying to predict what the other person would do. Thus success on false belief tasks can be explained by children trying to imagine what they would do if they were a character in the stories, rather than children being able to appreciate the beliefs of other people. Such thinking about situations that do not exist involves what is termed counterfactual reasoning.
题型难度分析14-20人名观点配对题
A. Baron-Cohen
B. Meins
C. Wimmer and Perner
D. Lewis
E. Dunn
F. Schatz
G. Harris
14. giving an alternative explanation that children may not be understanding other belief. 选：G
15. found that children under certain age can tell difference between reality and mentality. 选：F
16. conducted a well-known experiment and drew conclusion that young children were unable to comprehend the real state of the world. 选：C
17. found that children who gets along with adults often comparatively got through test more easily. 选：D
18. revised an easier experiment rule out the possibility that children might be influenced by sophisticated reasoning. 选：A
19. related social factor such as mother-child communication to capability act in TOM. 选：B
20. explained children are less likely tell something interactive to their mother than to their friends. 选：E
21-27摘要填空题
In 1980s, researchers are designed to test the subject called 21. Theory of Mind that if children have the ability to represent the reality. First experiment was carried out on this subject on a boy. And questions had been made on where the boy can find the location of the 22. chocolate. But it was accused that it had excessive 23 information so second modified experiment was conducted involving two dolls, and most children passed the test at the age of 24. four. Then Lewis and Dunn researched 25. older children in a certain place, and found children who have more interaction such as more conversation with 26. adults actually have better performance in the test, and peer interaction is 27. challenging because of consisting pretending elements.
题型难度中等，配对题有点难，不按顺序，摘要填空题相对比较简单。
题型技巧分析特殊名词匹配题虽然让选的是人名，但是还是按人名去定位，比较好，到相关的段落，再细读。摘要填空题比较简单，定位相关的段落，看空格前后的关键词，答案。
剑桥雅思推荐原文练习剑9 Test 2 Passage 1（体裁相似）剑9 Test 2 Passage 2（题型相似）
Reading Passage 3
Title: 关于旅游的好处和坏处 / 游客对本地的影响
Question types: 判断题8题配对题5题
考试趋势分析和备考指导：
本次考试题型属于中等难度，大部分都是细节题。是非无判断题是雅思阅读考试的金典题型，几乎每场都考，所以考生应该对这种题型格外注意，在备考时，应着重掌握此题型。此次两篇都涉及到summary填空题，填空题是阅读中比较简单的题型，考生在这种题型上应尽量做到快，准，这种题考得是词汇和
句子理解，所以考生应在平常注重词汇的积累和句子结构的分析。最后一篇还考到特殊词匹配，这种题型不难，但是花时间，所以建议同学们在拿到考题的时候先整体浏览一下各种题型，判断哪种题型需花比较多的时间，哪种题型花的时间少。一般需要花长时间的题建议考生留到最后做。
在接下来的一个月中，选择题及段落大意题出题的频率应该会比较高，同学们在备考时可多注意此类题型的特点及解题方法。

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