劍橋雅思閱讀AUSTRALIA’SSPORTINGSUCCESS及答案解析 請問2023年6月17日雅思閱讀真題與答案 2023年10月19日雅思閱讀考試真題及答案

大學(xué)路小編給大家?guī)砹藙蜓潘奸喿xAUSTRALIA’SSPORTINGSUCCESS及答案解析 請問2023年6月17日雅思閱讀真題與答案 2023年10月19日雅思閱讀考試真題及答案相關(guān)文章，一起來看一下吧。

本文目錄一覽：

• 1、劍橋雅思閱讀AUSTRALIA’SSPORTINGSUCCESS及答案解析
• 2、請問2023年6月17日雅思閱讀真題與答案
• 3、2023年10月19日雅思閱讀考試真題及答案

劍橋雅思閱讀AUSTRALIA’SSPORTINGSUCCESS及答案解析

做好雅思的閱讀題除了掌握對的 方法 ，也離不開我們?nèi)粘５男燎诰毩?xí)，下面我給大家?guī)韯蜓潘奸喿xAUSTRALIA’S SPORTING SUCCESS及答案解析，一起加油吧！

劍橋雅思閱讀AUSTRALIA’S SPORTING SUCCESS

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

AUSTRALIA’S SPORTING SUCCESS

A They play hard, they play often, and they play to win. Australian sports teams win more than their fair share of titles, demolishing rivals with seeming ease. How do they do it? A big part of the secret is an extensive and expensive network of sporting academies underpinned by science and medicine. At the Australian Institute of Sport (AIS), hundreds of youngsters and pros live and train under the eyes of coaches. Another body, the Australian Sports Commission (ASC), finances programmes of excellence in a total of 96 sports for thousands of sport*en and women. Both provide intensive coaching, training facilities and nutritional advice.

B Inside the academies, science takes centre stage. The AIS employs more than 100 sports scientists and doctors, and collaborates with scores of others in universities and research centres. AIS scientists work across a number of sports, applying skills learned in one — such as building muscle strength in golfers — to others, such as swimming and squash. They are backed up by technicians who design instruments to collect data from athletes. They all focus on one aim: winning. ‘We can’t waste our time looking at ethereal scientific questions that don’t help the coach work with an athlete and improve performance,’ says Peter Fricker, chief of science at AIS.

C A lot of their work comes down to measurement — everything from the exact angle of a swimmer’s dive to the second-by-second power output of a cyclist. This data is used to wring improvements out of athletes. The focus is on individuals, tweaking performances to squeeze an extra hundredth of a second here, an extra millimetre there. No gain is too slight to bother with. It’s the tiny, gradual improvements that add up to world-beating results. To demonstrate how the system works, Bruce Mason at AIS shows off the prototype of a 3D *ysis tool for studying swimmers. A wire-frame model of a champion swimmer slices through the water, her arms moving in slow motion. Looking side-on, Mason measures the distance between strokes. From above, he *yses how her spine swivels. When fully developed, this system will enable him to build a biomechanical profile for coaches to use to help budding swimmers. Mason’s contribution to sport also includes the development of the SWAN (Swimming Analysis) system now used in Australian national competitions. It collects images from digital cameras running at 50 frames a second and breaks down each part of a swimmer’s performance into factors that can be *ysed individually — stroke length, stroke frequency, average duration of each stroke, velocity, start, lap and finish times, and so on. At the end of each race, SWAN spits out data on each swimmer.

D ‘Take a look,’ says Mason, pulling out a sheet of data. He points out the data on the swimmers in second and third place, which shows that the one who finished third actually swam faster. So why did he finish 35 hundredths of a second down? ‘His turn times were 44 hundredths of a second behind the other guy,’ says Mason. ‘If he can improve on his turns, he can do much better.’ This is the kind of accuracy that AIS scientists’ research is bringing to a range of sports. With the Cooperative Research Centre for Micro Technology in Melbourne, they are developing unobtrusive sensors that will be embedded in an athlete’s clothes or running shoes to monitor heart rate, sweating, heat production or any other factor that might have an impact on an athlete’s ability to run. There’s more to it than simply measuring performance. Fricker gives the example of athletes who may be down with coughs and colds 11 or 12 times a year. After years of experimentation, AIS and the University of Newcastle in New South Wales developed a test that measures how much of the immune-system protein immunoglobulin A is present in athletes’ saliva. If IgA levels suddenly fall below a certain level, training is eased or dropped altogether. Soon, IgA levels start rising again, and the danger passes. Since the tests were introduced, AIS athletes in all sports have been remarkably successful at staying healthy.

E Using data is a complex business. Well before a championship, sports scientists and coaches start to prepare the athlete by developing a ‘competition model’, based on what they expect will be the winning times.’ You design the model to make that time,’ says Mason.’ A start of this much, each free-swimming period has to be this fast, with a certain stroke frequency and stroke length, with turns done in these times.’ All the training is then geared towards making the athlete hit those targets, both overall and for each segment of the race. Techniques like these have transformed Australia into arguably the world’s most successful sporting nation.

F Of course, there’s nothing to stop other countries copying — and many have tried. Some years ago, the AIS unveiled coolant-lined jackets for endurance athletes. At the Atlanta Olympic Games in 1996, these sliced as much as two per cent off cyclists’ and rowers’ times. Now everyone uses them. The same has happened to the ‘a(chǎn)ltitude tent’, developed by AIS to replicate the effect of altitude training at sea level. But Australia’s success story is about more than easily copied technological fixes, and up to now no nation has replicated its all-encompassing system.

劍橋雅思閱讀AUSTRALIA’S SPORTING SUCCESS題目

Questions 1-7

Reading Passage 1 has six paragraphs, A-F.

Which paragraph contains the following information?

Write the correct letter, A-F, in boxes 1-7 on your answer sheet.

NB You may use any letter more than once.

1 a reference to the exchange of expertise between different sports

2 an explanation of how visual imaging is employed in investigations

3 a reason for narrowing the scope of research activity

4 how some AIS ideas have been reproduced

5 how obstacles to optimum achievement can be investigated

6 an overview of the funded support of athletes

7 how performance requirements are calculated before an event

Questions 8-11

Classify the following techniques according to whether the writer states they

A are currently exclusively used by Australians

B will be used in the future by Australians

C are currently used by both Australians and their rivals

Write the correct letter, A, B or C, in boxes 8-11 on your answer sheet.

8 cameras

9 sensors

10 protein tests

11 altitude tents

Questions 12 and 13

Answer the questions below.

Choose NO MORE THAN THREE WORDS ANDIOR A NUMBER from the passage for each answer.

Write your answers in boxes 12 and 13 on your answer sheet.

12 What is produced to help an athlete plan their performance in an event?

13 By how much did some cyclists’ performance improve at the 1996 Olympic Games?

劍橋雅思閱讀AUSTRALIA’S SPORTING SUCCESS答案

Question 1

答案：B

關(guān)鍵詞：exchange of expertise, between different sports/collaborate, across a number of sports

定位原文：B段第2、3句“...and collaborates with… a number of sports …”

解題思路: 題干中講到不同體育領(lǐng)域的專業(yè)知識交流正好跟原文中跨不同體育專家之間的合作相對應(yīng)，理解意思即可容易找到正確答案。

Question 2

答案：C

關(guān)鍵詞: visual imaging/3D, image

定位原文: C段第6句: “...shows off the prototype of a 3D *ysis …”

解題思路: 通過題干中的視頻成像可以很容易找到原文中對應(yīng)的3D和成像。

Question 3

答案：B

關(guān)鍵詞: a reason for narrowing/ can’t waste time

定位原文: B段最后1句: “We can’t waste our time looking…”

解題思路: 題目中的research activity和原文中的scientific questions 屬于同義表達，定位答題區(qū)域，發(fā)現(xiàn)此句話所要表達的意思是不在一些飄渺的、不切實際的科學(xué)問題上浪費時間，也就是說要縮小研究的范圍。

Question 4

答案：F

關(guān)鍵詞：AIS ideas reproduce/ copying

定位原文: F段第1句話 “Of course, there’s nothing…”

解題思路: 題干中的reproduce是復(fù)制的意思，之后從 文章 中發(fā)現(xiàn) 句子 有復(fù)制copying，即可以直接定位。

Question 5

答案：D

關(guān)鍵詞：Obstacle, investigated/ impact, monitor

定位原文: D段第6句“... to monitor heart rate…”

解題思路: 題干提到理想成績的障礙是如何被調(diào)查研究的，而讀到對應(yīng)句子之后看到正好是sensors(傳感器)對于運動員跑步的impact(影響)進行研究的儀器，而且obstacles和impact對應(yīng)。

Question 6

答案：A

關(guān)鍵詞：Overview, funded support finance

定位原文: A段倒數(shù)第2句 “...finances programmes of excellence…”

解題思路: finances是解題關(guān)鍵，意思為資助，正好跟題干中funded support表達了相同的義項，直接對應(yīng)。而且之后一句話提及以上項目所提供的服務(wù)和建議，可以確信答案。

Question 7

答案：E

關(guān)鍵詞：Calculated before an event/ using data, well before a championship

定位原文: E段第1句、第2句 “Using data is a complex business. Well before a championship, ...”

解題思路: 首先通過well before a championship和文章中before an event定位到E段， 之后發(fā)現(xiàn)后面提及的“競爭模型”作用就是計算時間和速率，因此內(nèi)容對應(yīng)上calculate，此時可斷定答案的位置。

Question 8

答案：A

關(guān)鍵詞: digital cameras

定位原文: C段倒數(shù)第3句: “..SWAN system now used in Australian national…”

解題思路: 前一句已經(jīng)提到該系統(tǒng)已廣泛應(yīng)用于澳大利亞各項全國賽事之中，而沒有提到其他國家，因此可以判斷應(yīng)該只有澳大利亞人在使用。

Question 9

答案：B

關(guān)鍵詞：sensor

定位原文: D段第7句：“...With the Cooperative Research Centre for Micro…”

解題思路: 找到相同對應(yīng)詞sensor，讀其前后的句子，發(fā)現(xiàn)有 Melbourne，斷定是澳大利亞人的發(fā)明。之后要特別留心動詞develop運用現(xiàn)在進行時，表示正在開發(fā);而且注意之后的定語從句采用了將來時，所以可以斷定此發(fā)明還沒有完成，應(yīng)該屬于將來的成果。因此選擇B。

Question 10

答案: A

關(guān)鍵詞：protein

定位原文: D段倒數(shù)第4句: “… AIS and the University of Newcastle…”

解題思路: 非常容易在前面第一句話中找到跟題目protein tests所對應(yīng)的詞語a test ...protein。之后細讀前后句，發(fā)現(xiàn)后面一句話對于此項科技成果的受益者文章中只提到AIS運動員，即澳大利亞體育學(xué)院的運動員，隸屬于澳大利亞，所以應(yīng)該選擇A。

Question 11

答案：C

關(guān)鍵詞: altitude tent

定位原文: F段倒數(shù)第2句: “The same has happened to the ‘a(chǎn)ltitude tent ’…”

解題思路: 文章中很容易找到用引號括起來的題目中的名詞 短語 ，因此只要細心讀原句，就會發(fā)現(xiàn)開頭的‘The same has happened...’同樣的事情也發(fā)生在……根據(jù) 經(jīng)驗 應(yīng)該順著文章向上追溯，發(fā)現(xiàn)跟‘a(chǎn)ltitude tent’相同情況的是1996年奧運會上澳大利亞人受益的流線型散熱運動服現(xiàn)在全世界都在用。因此 ‘a(chǎn)ltitude tent’也被世界各國應(yīng)用。所以答案應(yīng)該選擇C。且根據(jù)此段話大意可以了解文章只提到兩種研究成果被別國運用，即髙原帳蓬和流線型散熱服。所以可以間接判斷前三項成果是由澳大利人獨享的。

Question 12

答案： (a)competition model

關(guān)鍵詞： help an athlete plan, produced / prepare the athlete by, developing

定位原文: E段第1句“Using data…”

解題思路: Help an athlete plan their performance 對應(yīng)上prepare the athlete by之后，要認真研究題目所問的是what is produced,斷定所作答案必定要填一個名詞。因此要細讀原文發(fā)現(xiàn)有單詞developing恰與produced相對應(yīng)，中文意思是“開發(fā)”，則答案必定是開發(fā)之后的名詞。

Question 13

答案： (by)2 percent/%

關(guān)鍵詞： 19% Olympic Games, cyclists, improve

定位原文: F段第3句“At the Atlanta…”

解題思路: 分析問句是 ‘By how much... improve’，意思為“提高了多少”，可以判斷出答案需要寫一個數(shù)字。因此仔細閱讀相關(guān)語句找到 sliced as much as two per cent off cyclists ‘a(chǎn)nd rowers’ time。很快就可以找到數(shù)字百分之二

。

請問2023年6月17日雅思閱讀真題與答案

您好，我是專注留學(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。選擇留學(xué)是人生重要的決策之一，而作為您的指導(dǎo)，我非常高興能為您提供最準確的留學(xué)解答和規(guī)劃。無論您的問題是關(guān)于考試準備、專業(yè)選擇、申請流程還是學(xué)校信息，我都在這里為您解答。更多留學(xué)資訊和學(xué)校招生介紹，歡迎隨時訪問。
在雅思考試中，閱讀考試是很容易拿到高分的， 在訓(xùn)練雅思閱讀的時候可以拿出雅思近期的真題來訓(xùn)練，小鐘老師分享了2023年6月17日雅思閱讀真題與答案。
一、2023年6月17日雅思閱讀真題與答案
Passage 1
主題：訓(xùn)練動物的語言
參考答案：
Passage 2
主題：錢幣歷史
參考答案：
15-18 選擇
15. 選silver ingots
16. 選it is difficult to obtain
17. 選it was evaluated higher price
18. 選the chief of a tribe
19. 選pour molten iron into sand mould
20-27 匹配
20. 配Tantrum
21. 配Oban＇s
22. 配Penny
23. 配Cross
24. 配Babylon
25. 配Japanese money tree
26. 配dog teeth
27. 配whale tooth
Passage 3
主題：Elephant communication
參考答案：
28-38 填空
28. hammer
29. body
30. pad
31. cavities
32. trunks and feet
33. infrasonic
34. ecology
35. sei*ic messages
36. acoustic communication
37. mate
38. ground
39-40 單選
39. A
40. C
二、雅思閱讀考試形式
雅思閱讀考試分學(xué)術(shù)類和培訓(xùn)類兩種，分別針對申請留學(xué)的學(xué)生和計劃在英語語言國家參加工作或移民的人士。三篇文章40道題目總共用時60分鐘，包括將答案謄寫到答題卡上的時間。
學(xué)術(shù)類閱讀考試形式：IELTS考試閱讀（學(xué)術(shù)類）部分共有三篇文章，考生需要回答40道題目。每一篇文章所需要回答的問題數(shù)量并不相同。每一道問題相對應(yīng)一個分數(shù)。文章內(nèi)容和題目均出現(xiàn)于問卷中。
培訓(xùn)類閱讀考試形式：IELTS 考試閱讀（培訓(xùn)類）部分共有三部分，文章難度由淺至深，考生需要回答40道題目。第一部分有14道題目，通常包含2到3篇短文或者若干段文字（如廣告 等）。第二和第三部分分別有13道題目。第二部分通常有2篇文章，第三部分則為一段較長的文章。文章內(nèi)容和題目均出現(xiàn)于問卷中。
三、雅思閱讀文章類型
1. 關(guān)于歐洲及世界社會發(fā)展，經(jīng)濟狀況，科學(xué)動向以及文化交流的文章
自1995年雅思考試的題型做出重大改革以后，有兩條原則就被命題的劍橋大學(xué)考試委員會（UCLES）反復(fù)強調(diào)非專業(yè)原則和國際化原則。為了使 不同地域，不同政治經(jīng)濟體制，不同膚色，不同文化背景的人能平等且毫無理解困難地參與雅思，法律及專業(yè)性較強的醫(yī)學(xué)，生物學(xué)，哲學(xué)，文學(xué)，藝術(shù)等的文章已 經(jīng)不再作為雅思的考查范圍。
就可能涉獵的文章類型而言，以下幾個方面的內(nèi)容經(jīng)常作為考點出現(xiàn)：
世界范圍的就業(yè)狀況。
語言學(xué)，考古學(xué)，生物學(xué)，簡單醫(yī)學(xué)（單詞量不會影響對文章的理解）。
世界范圍內(nèi)的教育狀況，經(jīng)濟發(fā)展的問題，機遇及挑戰(zhàn)（糧食，能源）。
女權(quán)注意及女性歧視問題。
環(huán)境保護（海洋，生物，陸地，森林等）及環(huán)境污染（化學(xué)，石油泄漏等）。
種族，民族問題。
人*炸及居住問題，城市化及相關(guān)問題（交通擁擠，設(shè)施缺乏，噪聲等）。
2. 關(guān)于地球，自然界的科學(xué)現(xiàn)象及地理現(xiàn)象的文章
這種文章類型在I中最為普遍，其涵蓋面之廣無從細分，但就最近一年以來考試文章分析，主要還是以下幾種類型：
太空，宇宙概況，以及外星生物探討等。
全球氣候變暖，厄爾尼諾，洋流異常，臭氧層破壞。
地球災(zāi)難，火山爆發(fā)，地震，彗星撞地球，森林大火，生物滅絕。
3. 人類歷史發(fā)展中重要事件，重要人物及重要標志性產(chǎn)品。
這也是雅思中經(jīng)常出現(xiàn)的一種重要的文章類型，但自1998年開始對重要人物的考查總是和重要事件交織在一起，不再單獨羅列。人類歷史上的重大發(fā)明和表明人類文明輝煌成就的重大事件也是重點考查內(nèi)容（發(fā)明電視，電影，計算機及登陸月球）。
雅思閱讀長難句歸類
加復(fù)雜修飾的簡單句
例：At various points in evolutionary history， enterprising individuals within many different animal groups moved out onto the land， sometimes even to the most parched（炎熱的，干旱的） deserts， taking their own private seawater with them in blood and cellular（細胞的） fluids. （劍9 Test 1 Passage 3）。
并列句
如果句子包含兩個或更多互不依從的主謂結(jié)構(gòu)，就是并列句。并列句中的分句通常用一個并列連詞來連接，最常見的并列連詞有and， or 和but。
例：An alien civilisation could choose many different ways of sending information across the galaxy（星系）， but many of these either require too much energy， or else are severely attenuated （衰減的）while traversing the vast distances across the galaxy.（劍9 Test 1 Passage 2）。
各種從句
從句不能單獨成句，但它也有主語部分和謂語部分，就像一個句子一樣。從句可以分為：主語從句、表語從句、賓語從句、同位語從句、定語從句和狀語從句6類。前四類從句在句子的功用相當于名詞，所以通稱名詞性從句；定語從句功能相當于形容詞，稱為形容詞性從句；而狀語從句功能相當于副詞，稱為副詞性從句。
例：Second， we make a very conservative assumption that we are looking for a life form that is pretty well like us， since if it differs radically from us we may well not recognise it as a life form， quite apart from whether we are able to communicate with it. （劍9 Test 1 Passage 2）。

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2023年10月19日雅思閱讀考試真題及答案

您好，我是專注留學(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。在追尋留學(xué)夢想的路上，選擇合適的學(xué)校和專業(yè)，準備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗的留學(xué)顧問，我在此為您提供全方位的專業(yè)咨詢和指導(dǎo)。歡迎隨時提問！
上周末完成的雅思考試，相信大家都對真題和答案很感興趣，那么今天就來和小鐘老師一起來看看2023年10月19日雅思閱讀考試真題及答案。
Section1
青春期能力發(fā)展（重復(fù)19年4月13日第一篇文章，考試文章和部分題目稍有改動，真題僅供參考）
Section2
蜜蜂對于生態(tài)的重要性
Section3
可以參考：歷史教學(xué)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 Asses*ent in History， likescores from earlier tests， show that young people are ＂aby*allyignorant＂ 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.

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以上就是大學(xué)路小編給大家?guī)淼膭蜓潘奸喿xAUSTRALIA’SSPORTINGSUCCESS及答案解析 請問2023年6月17日雅思閱讀真題與答案 2023年10月19日雅思閱讀考試真題及答案，希望能對大家有所幫助。