劍橋雅思12閱讀t7p1 劍橋雅思17和12難度對(duì)比

小編今天整理了一些劍橋雅思12閱讀t7p1 劍橋雅思17和12難度對(duì)比相關(guān)內(nèi)容，希望能夠幫到大家。

本文目錄一覽：

• 1、劍橋雅思17和12難度對(duì)比
• 2、2023年12月7日雅思閱讀考試真題答案
• 3、請(qǐng)問(wèn)2023年8月1日雅思閱讀考試真題答案

劍橋雅思17和12難度對(duì)比

劍橋雅思17更難。
干擾信息比較多,對(duì)學(xué)生的閱讀理解能力的考察提高多選題中出現(xiàn)很多同義替換,需要在做題時(shí)認(rèn)真分析有學(xué)生反映聽(tīng)力很難做,需要聽(tīng)兩遍才行。相比以往難度稍有提升。
雅思劍橋系列是劍橋大學(xué)考試委員會(huì)外語(yǔ)考試部的雅思考試唯一官方指南，也是各位考生備考過(guò)程中必不可少的的參考書(shū)。里面收錄的題目都是歷年考場(chǎng)上出現(xiàn)過(guò)的題目，具有權(quán)威性。接下來(lái)為大家整理一下，劍17的題型，難度，詞匯，場(chǎng)景，變化。

2023年12月7日雅思閱讀考試真題答案

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(mèng)想的路上，選擇合適的學(xué)校和專業(yè)，準(zhǔn)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(yàn)的留學(xué)顧問(wèn)，我在此為您提供全方位的專業(yè)咨詢和指導(dǎo)。歡迎隨時(shí)提問(wèn)！
上周末完成了最新一期的英語(yǔ)等級(jí)考試，大家想知道真題和答案嗎？小鐘老師就來(lái)為大家介紹2023年12月7日雅思閱讀考試真題答案。
Passage One
文章大意：
全文主要介紹霸王龍作為狩獵者或食腐者的特征。
答案回憶：判斷 1-7
Jack Horner knew exactly the bone belonged to a certain dinosaur when he was in father’s ranch at the age of eight. 答案 TRUE
Jack Horner achieved distinctive degree in university when he graduated. 答案 FALSE
Jack Horner is the first man that discovered T-Rex’s bone in the world. 答案 NOT GIVEN
Jack Horner believes that the number of prey should be more than that of predator. 答案 TRUE
T-Rex’s number is equivalent to the number of vulture in the Serengeti. 答案 NOT GIVEN
The hypothesis that T-Rex is top predator conflicts with the fact of predator-prey ratio which Jack found.
答案 TRUE
He refused to accept any other viewpoints about T-Rex’s category. 答案 FALSE
無(wú)備選項(xiàng) summary 8-13
Jack found that T-Rex’s 8. is shorter than the high bone， which demonstrated that it was actually a 9. ， unlike other swift animals such as ostrich or 10. _ that was built to 11. . Another explanation support his idea is that T-Rex’s teeth were rather 12. ， which only allowed T-Rex to 13. hard bones instead of tearing flesh like Velociraptor.
shine bone
slow walker
cheetah
run fast
blunt
crush
（答案僅供參考）
Passage Two
文章大意：
全文主要介紹誕生于 19 世紀(jì)的 life-castings 如何與藝術(shù)產(chǎn)生聯(lián)系，全篇題目難度很高。
答案回憶：
信息段落匹配 14-18
an example of a craft*an’s unsuccessful claim to ownership of his work 答案選 C 段
an example of how trends in art can change attitudes to an earlier work 答案選 E 段
the original function of a particular type of art 答案選 B 段
ways of assessing whether or not an object is art 答案選 F 段
how artists deal with the less interesting aspects of their work 答案選 D 段
判斷 19-24
Nineteenth-century sculptors admired the speed and reali* of life-casting. 答案 NO
Rodin believed the quality of the life-casting would improve if a slower process were used. 答案 NO
The importance of painting has decreased with the development of colour photography. 答案 NO
Life-casting requires more skills than sculpture does. 答案 NOT GIVEN
New art encourages us to look at earlier work in a fresh way. 答案 NO
The intended meaning of a work of art can get lost over time. 答案 YES
單選 25-26
The most noticeable contrast in the cast of the giants hand is between the 答案選 B
irt and decoration
size and reali*
choice and arrangement
balance and texture
According to the writer， the importance of any artistic object lies in 答案選 D
the artist’s intentions
the artist’s beliefs
the relevance it has to modern life
the way we respond to it
（答案僅供參考）
Passage Three
文章大意：
全文主要介紹從自我認(rèn)知角度出發(fā)，多維度分析人物的性格。
答案回憶：匹配 27-32
D
E
C
A
F
B
填空 33-36
scalp electrodes
inspiration
Alpha wave
difference
判斷 37-40
FALSE
TRUE
TRUE
NOT GIVEN
（答案僅供參考）

希望以上的答復(fù)能對(duì)您的留學(xué)申請(qǐng)有所幫助。如果您有任何更詳細(xì)的問(wèn)題或需要進(jìn)一步的協(xié)助，我強(qiáng)烈推薦您訪問(wèn)我們的留學(xué)官方網(wǎng)站 ，在那里您可以找到更多專業(yè)的留學(xué)考試規(guī)劃和留學(xué)資料以及*的咨詢服務(wù)。祝您留學(xué)申請(qǐng)順利！

請(qǐng)問(wèn)2023年8月1日雅思閱讀考試真題答案

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(zhǔn)確的留學(xué)解答和規(guī)劃。無(wú)論您的問(wèn)題是關(guān)于考試準(zhǔn)備、專業(yè)選擇、申請(qǐng)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(shí)訪問(wèn)。
8月1號(hào)進(jìn)行了八月初的第一場(chǎng)雅思的考試，相信大家對(duì)真題以及答案會(huì)非常的感興趣、今天就由小鐘老師為大家介紹2023年8月1日雅思閱讀考試真題答案。
一、考題解析
P1 土地沙漠化
P2 澳大利亞的鸚鵡
P3 多重任務(wù)
二、名師點(diǎn)評(píng)
1.8月份首場(chǎng)考試的難度總體中等，有出現(xiàn)比較多的配對(duì)題，沒(méi)有出現(xiàn)Heading題，其余主要以常規(guī)的填空，判斷和選擇題為主。文章的話題和題型搭配也是在劍橋真題中都有跡可循，所以備考重心依然還是劍橋官方真題。
2. 整體分析：涉及環(huán)境類（P1）、動(dòng)物類（P2）、社科類（P3）。
本次考試的P2和P3均為舊題。P2是動(dòng)物類的話題，題型組合為：段落細(xì)節(jié)配對(duì)+單選+summary填空，難度中等。題型上也延續(xù)19年的出題特點(diǎn)，出現(xiàn)配對(duì)題，考察定位速度和準(zhǔn)確度。P3也出現(xiàn)了段落細(xì)節(jié)配對(duì)，主要是段落細(xì)節(jié)配對(duì)+單選+判斷。三種題型難度中等，但是文章理解起來(lái)略有難度。
3. 部分答案及參考文章：
Passage 1：土地沙漠化
題型及答案待確認(rèn)
Passage 2：澳大利亞的鸚鵡
題型：段落細(xì)節(jié)配對(duì)+單選+Summary填空
技巧分析：由于段落細(xì)節(jié)配對(duì)是完全亂序出題，在定位時(shí)需要先做后面的單選題及填空題，最大化利用已讀信息來(lái)確定答案，盡量避免重復(fù)閱讀，以保證充分的做題時(shí)間。
文章內(nèi)容及題目參考：
A 概況，關(guān)于一個(gè)大的生物種類
B 一些物種消失的原因，題干關(guān)鍵詞：an example of one bird species extinct
C 一種鸚鵡不能自己存活，以捕食另一種鳥(niǎo)為生，吃該鳥(niǎo)類的蛋。題干關(guān)鍵詞：two species competed at the expense of oneanother
D 吸引鸚鵡的原因以及鸚鵡嘴的特點(diǎn)。題干關(guān)鍵詞：*ysis of reasons as Australian landscapeattract parrots
E 植物是如何適應(yīng)鸚鵡。題干關(guān)鍵詞：plants attract birds which make the animal adaptto the environment
F 南半球?qū)τ⒄Z(yǔ)的影響
G 兩種鸚鵡從環(huán)境改變中獲益并存活下來(lái)。題干關(guān)鍵詞：two species of parrots benefit fromm theenvironment change
H 外來(lái)物種及本地鸚鵡
I 鳥(niǎo)類棲息地被破壞以及人類采取的措施
J 作者對(duì)于鸚鵡問(wèn)題的態(tài)度
單選題：
why parrots in the whole world are lineal descendants of
選項(xiàng)關(guān)鍵詞：continent split from Africa
the writer thinks parrots species beak is for
選項(xiàng)關(guān)鍵詞：adjust to their suitable diet
which one is not mentioned
選項(xiàng)關(guān)鍵詞：should be frequently maintained
填空題：分布在文章的前兩段
one-sixth
16th century
mapmaker
John Gould
Passage 3：多重任務(wù)
題型：段落細(xì)節(jié)配對(duì)+單選+判斷
參考答案及文章
28 F
29I
30C
31B
32G
33C
34B
35A
36YES
37YES
38NO
39NOT GIVEN
40NO
Passage3： multitasking
Multitasking Debate—Can you do them at the same time？
Talking on the phone while driving isn＇t the only situationwhere we＇re worse at multitasking than we might like to think we are. Newstudies have identified a bottleneck in our brains that some say means we arefundamentally incapable of true multitasking. If experimental findings reflectreal-world performance， people who think they are multitasking are probablyjust underperforming in all-or at best， all but one -of their parallelpursuits. Practice might improve your performance， but you will never be asgood as when focusing on one task at a time.
The problem， according to René Marois， a psychologist atVanderbilt University in Nashville， Tennessee， is that there＇s a sticking pointin the brain. To demonstrate this， Marois devised an experiment to locate nteers watch a screen and when a particular image appears， a red circle，say， they have to press a key with their index finger. Different colouredcircles require presses from different fingers. Typical response time is about half a second， and thevolunteers quickly reach their peak performance. Then they learn to listen todifferent recordings and respond by making a specific sound. For instance， whenthey hear a bird chirp， they have to say ＂ba＂； an electronic soundshould elicit a ＂ko＂， and so on. Again， no problem. A normal personcan do that in about half a second， with almost no effort. The trouble comeswhen Marois shows the volunteers an image， then almost immediately plays them asound. Now they＇re flummoxed. ＂If you show an image and play a sound atthe same time， one task is postponed，＂ he says. In fact，if the second taskis introduced within the half-second or so it takes to process and react to thefirst， it will simply be delayed until the first one is done. The largestdual-task delays occur when the two tasks are presented simultaneously； delaysprogressively shorten as the interval between presenting the tasks lengthens（See Diagram）.
There are at least three points where we seem to getstuck， says Marois. The first is in simply identifying what we＇re looking can take a few tenths of a second， during which time we are not able tosee and recognise a second item. This limitation is known as the＂attentional blink＂： experiments have shown that if you＇re watchingout for a particular event and a second one shows up unexpectedly any timewithin this crucial window of concentration， it may register in your visualcortex but you will be unable to act upon it. Interestingly， if you don＇texpect the first event， you have no trouble responding to the second. Whatexactly causes the attentional blink is still a matter for debate.
A second limitation is in our short-term visual ＇s estimated that we can keep track of about four items at a time， fewer ifthey are complex. This capacity shortage is thought to explain， in part， our astonishinginability to detect even huge changes in scenes that are otherwise identical，so-called ＂change blindness＂. Show people pairs of near-identicalphotos -say， aircraft engines in one picture have disappeared in the other -andthey will fail to spot the differences （if you don＇t believe it， check out theclips at /~rensink/flicker/download）. Here again， though， thereis disagreement about what the essential limiting factor really is. Does itcome down to a dearth of storage capacity， or is it about how much attention aviewer is paying？
A third limitation is that choosing a response to astimulus -braking when you see a child in the road， for instance，or replyingwhen your mother tells you over the phone that she＇s thinking of leaving yourdad -also takes brainpower. Selecting a response to one of these things willdelay by some tenths of a second your ability to respond to the other. This iscalled the ＂response selection bottleneck＂ theory， first proposed in1952.
Last December， Marois and his colleagues published apaper arguing that this bottleneck is in fact created in two different areas ofthe brain： one in the posterior lateral prefrontal cortex and another in thesuperior medial frontal cortex （Neuron， vol 52， p 1109）. They found this byscanning people＇s brains with functional MRI while the subjects struggled tochoose among eight possible responses to each of two closely timed tasks. Theydiscovered that these brain areas are not tied to any particular sense but aregenerally involved in selecting responses， and they seemed to queue theseresponses when presented with multiple tasks concurrently.
Bottleneck？ What bottleneck？
But David Meyer， a psychologist at the University ofMichigan， Ann Arbor， doesn＇t buy the bottleneck idea. He thinks dual-taskinterference is just evidence of a strategy used by the brain to prioritisemultiple activities. Meyer is known as something of an optimist by his has written papers with titles like ＂Virtually perfect time-sharing indual-task performance： Uncorking the central cognitive bottleneck＂（Psychological Science， vol 12， p101）. His experiments have shown that withenough practice -at least 2000 tries -some people can execute two taskssimultaneously as competently as if they were doing them one after the suggests that there is a central cognitive processor that coordinates allthis and， what＇s more， he thinks it uses discretion： sometimes it chooses todelay one task while completing another.
Even with practice， not all people manage to achieve thisharmonious time-share， however. Meyer argues that individual differences comedown to variations in the character of the processor -some brains are just more＂cautious＂， some more ＂daring＂. And despite urban legend，there are no noticeable
differences between men and women. So， according to him，it＇s not a central bottleneck that causes dual-task interference， but rather＂adaptive executive control＂， which ＂schedules task processesappropriately to obey instructions about their relative priorities and serialorder＂.
Marois agrees that practice can sometimes eraseinterference effects. He has found that with just 1 hour of practice each dayfor two weeks， volunteers show a huge improvement at managing both his tasks atonce. Where he disagrees with Meyer is in what the brain is doing to achievethis. Marois speculates that practice might give us the chance to find lesscongested circuits to execute a task -rather like finding trusty back streetsto avoid heavy traffic on main roads -effectively making our response to thetask subconscious. After all， there are plenty of examples of subconsciou*ultitasking that most of us routinely manage： walking and talking， eating andreading， watching TV and folding the laundry.
But while some dual tasks benefit from practice， otherssimply do not. ＂Certain kinds of tasks are really hard to do two atonce，＂ says Pierre Jolicoeur at the University of Montreal， Canada， whoalso studies multitasking. Dual tasks involving a visual stimulus andskeletal-motor response （which he dubs ＂in the eye and out the hand＂）and an auditory stimulus with a verbal response （＂in the ear and out themouth＂） do seem to be amenable to practice， he says. Jolicoeur has foundthat with enough training such tasks can be performed as well together asapart. He speculates that the brain connections that they use may be somehowspecial， because we learn to speak by hearing and learn to move by looking. Butpair visual input with a verbal response， or sound to motor， and there＇s nodramatic improvement. ＂It looks like no amount of practice will allow youto combine these，＂ he says.
For research purposes， these experiments have to be keptsimple. Real-world multitasking poses much greater challenges. Even the upbeatMeyer is sceptical about how a lot of us live our lives. Instant-messaging andtrying to do your homework？ ＂It can＇t be done，＂ he says. Conducting ajob interview while answering emails？ ＂There＇s no way you wind up being asgood.＂ Needless to say， there appear to be no researchers in the area ofmultitasking who believe that you can safely drive a car and carry on a phoneconversation. In fact， last year David Strayer at the University of Utah inSalt Lake City reported that people using cellphones drive no better thandrunks （Human Factors， vol 48， p 381）. In another study， Strayer found thatusing a hands-free kit did not improve a driver＇s response time. He concludedthat what distracts a driver so badly is the very act of talking to someone whoisn＇t present in the car and therefore is unaware of the hazards facing thedriver.
“No researchers believe it＇s safe to drive a car andcarry on a phone conversation”
It probably comes as no surprise that， generallyspeaking， we get worse at multitasking as we age. According to Art Kramer atthe University of Illinois at Urbana-Champaign， who studies how ageing affectsour cognitive abilities， we peak in our 20s. Though the decline is slow throughour 30s and on into our 50s， it is there； and after 55， it becomes moreprecipitous. In one study， he and his colleagues had both young and oldparticipants do a simulated driving task while carrying on a conversation. Hefound that while young drivers tended to miss background changes， older driversfailed to notice things that were highly relevant. Likewise， older subjects hadmore trouble paying attention to the more important parts of a scene than youngdrivers.
It＇s not all bad news for over-55s， though. Kramer alsofound that older people can benefit from practice. Not only did they learn toperform better， brain scans showed that underlying that improvement was achange in the way their brains become active.
Whileit＇s clear that practice can often make a difference， especially as we age， thebasic facts remain sobering. ＂We have this impression of an almightycomplex brain，＂ says Marois， ＂and yet we have very humbling andcrippling limits.＂ For most of our history， we probably never needed to domore than one thing at a time， he says， and so we haven＇t evolved to be ableto. Perhaps we will in future， though. We might yet look back one day on peoplelike Debbie and Alun as ancestors of a new breed of true multitaskers.

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