【雅思】2014年11月22日雅思阅读机经

2014-11-24 15:22

来源：上海新东方

作者：周诗乐

一、考试时间：2014年11月22日（周六）

二、考试概述：

本次考试两旧一新，难度体现在题型多样上。第一篇是发展史，是旧题，在20070602，20110115，20130406都以第一篇考题出现，并且题目完全一样。第二篇是建筑类文章，在20070825，20120317都以第二篇出现。第三篇是社会心理类，新题。题材设置是发展文加环境文加心理文，属于机经中较热门的搭配，与第一篇出现的20130406一致。

本次考试涉及的题型有：判断，填空（摘要和流程图），选择（单选），配对题（段落信息，人名观点，句子配对）。就文章题材来说，本文难度不大，但考到了三种配对题型，希望考生能做好阅读题型多样化的准备。

三、文章简介：

Passage 1: Radio automation收音机自动化生产

Passage 2: Ideal house 住宅节能

Passage 3: 国外经历对创造力的影响

四、篇章分析：

Passage 1:

文章内容

收音机的生产自动化过程。一开始说收音机制作耗费人力，引起的失败。自动化生产后，人们只需要前期输入和后期加工就可以完成。芯片的研究节省了劳动力。录音机的体积也变小，可供更多人使用。但自动化生产也带来了工人失业的弊端。

题型分布及参考答案

1. 流程图填空7题：制作radio的过程

2. Summary填空4题

3. 单选题2题

参考答案：

流程图：生词较多，答案在第三四段，容易找

（primitive） chip，girt，milling machine，robot hands， loudspeaker，valves，Melton Zinc

Summary填空：

为何自动化？因为cost太贵；因为有很多的(separate) components所以很麻烦；研究chip；后来重量lighter后，运费也变便宜了.

单选：

1.推出这个radio后，工人们的反应？

答案A：他们担心这会带来就业率的降低（因为最后一段提及自动化影响工人就业，关键词有：expert's idealism,but worker different,labour force）

2.选文章标题，因为文章后半部分都在说遇到了很多冷遇 cooled ground,所以答案是选an application of the automation in the early stage.

相关拓展

地图发展史：

　What is a Map?

　　A map is a graphic representation or scale model of spatial concepts. It is a means for conveying geographic information. Maps are a universal medium for communication, easily understood and appreciated by most people, regardless of language or culture. Incorporated in a map is the understanding that it is a "snapshot" of an idea, a single picture, a selection of concepts from a constantly changing database of geographic information (Merriam 1996).

　　Old maps provide much information about what was known in times past, as well as the philosophy and cultural basis of the map, which were often much different from modern cartography. Maps are one means by which scientists distribute their ideas and pass them on to future generations (Merriam 1996).

　　Early Maps

　　Cartography is the art and science of making maps. The oldest known maps are preserved on Babylonian clay tablets from about 2300 B.C. Cartography was considerably advanced in ancient Greece. The concept of a spherical Earth was well known among Greek philosophers by the time of Aristotle (ca. 350 B.C.) and has been accepted by all geographers since. Greek and Roman cartography reached a culmination with Claudius Ptolemaeus (Ptolemy, about A.D. 85-165). His "world map" depicted the Old World from about 60°N to 30°N latitudes. He wrote a monumental work, Guide to Geography (Geographike hyphygesis), which remained an authorative reference on world geography until the Renaissance.

　　Ptolemy's map of the world, about A.D. 150, republished in 1482. Notice the use of latitude and longitude lines and the distinctive projection of this map. Taken from Whitfield (1994, p. 8-9). Click on small image to see full-sized (206 kb) version.

　　Medieval Maps

　　During the Medieval period, European maps were dominated by religious views. The T-O map was common. In this map format, Jerusalem was depicted at the center and east was oriented toward the map top. Viking explorations in the North Atlantic gradually were incorporated into the world view beginning in the 12th century. Meanwhile, cartography developed along more practical and realistic lines in Arabic lands, including the Mediterranean region. All maps were, of course, drawn and illuminated by hand, which made the distribution of maps extremely limited.

　　Hereford Mappa Mundi, about 1300, Hereford Cathedral, England. A classic "T-O" map with Jerusalem at center and east toward the top. Taken from Whitfield (1994, p. 21). Click on small image to see full-sized (159 kb) version.

　　Al-Idrisi's map of the world, 1456. Al-Idrisi was a muslim scholar in the court of King Roger II of Sicily. He completed a map of the known world in the 12th century. Drawn with south at the top, this later example has been inverted for easier viewing. Taken from Whitfield (1994, p. 29). Click on small image to see full-sized (117 kb) version.

　　Northern regions map from S. Munster's Cosmographia (1588). North Atlantic region is essentially a Viking view dating from the 12-14th centuries. One of the last wood-engraved maps, done in the style of copper-plate engraving. Published posthumously by H. Petri (son in law) in Basle, Switzerland. Original map in the collection of the author.

　　Renaissance Maps

　　The invention of printing made maps much more widely available beginning in the 15th century. Maps were at first printed using carved wooden blocks. Printing with engraved copper plates appeared in the 16th century and continued to be the standard until photographic techniques were developed. Major advances in cartography took place during the Age of Exploration in the 15th and 16th centuries. Map makers responded with navigation charts, which depicted coast lines, islands, rivers, harbors, and features of sailing interest. Compass lines and other navigation aids were included. Such maps were held in great value for economic, military, and diplomatic purposes, and so were often treated as national or commercial secrets--classified or proprietary maps.

　　Genoese nautical chart of the world, 1457. Taken from Whitfield (1994, p. 40-41). Click on small image to see full-sized (135 kb) version.

　　The first whole world maps began to appear in the early 16th century, following voyages by Columbus and others to the New World. Gerardus Mercator of Flanders (Belgium) was the leading cartographer of the mid-16th century. He developed a cylindrical projection that is still widely used for navigation charts and global maps. He published a map of the world in 1569 based on this projection. Many other map projections were soon developed.

　　Waldseemuller's world map, 1507, the first map to incorporate New World discoveries. This map is based on the Ptolemaic projection, but does not show the entire globe. Taken from Whitfield (1994, p. 48-49). Click on small image to see full-sized (148 kb) version.

　　Detail of Ptolemy and "old world" from Waldseemuller's world map, 1507. This detail depicts the Old World in the Ptolemaic projection. Taken from Whitfield (1994, p. 11). Click on small image to see full-sized (126 kb) version.

　　Detail of Americi Vespucci and "new world" from Waldseemuller's world map, 1507. This detail depicts the New World in the Ptolemaic projection. Taken from Whitfield (1994, p. 37). Click on small image to see full-sized (132 kb) version.

　　World map of Rosselli, 1508, the first map to show the entire globe. A mythical southern continent is shown, and ocean areas are much too small. Nonetheless, it is a true world map. Taken from Whitfield (1994, p. 50-51). Click on small image to see full-sized (194 kb) version.

　　Heart-shaped world map of Apian, 1530. A fully expanded Ptolemaic projection of the world results in this heart-shaped map. Popular during the Renaissance, this kind of map is a novelty today. Taken from Whitfield (1994, p. 57). Click on small image to see full-sized (163 kb) version.

　　World map in Mercator projection by van Keulen, about 1720. The ultimate map for navigation of the world, as first devised by Mercator (1569). On this projection, all straight lines are true bearings. This results in great size distortion toward the poles, which cannot be shown. Taken from Whitfield (1994, p. 108-109). Click on small image to see full-sized (148 kb) version.

　　Modern Maps

　　Maps became increasingly accurate and factual during the 17th, 18th and 19th centuries with the application of scientific methods. Many countries undertook national mapping programs. Nonetheless, much of the world was poorly known until the widespread use of aerial photography following World War II. Modern cartography is based on a combination of ground observations and remote sensing.

　　Map of the Danish Kingdom, 1629, by Janssonius. A high level of geographic accuracy is demonstrated along with marginal illustrations that enhance the map. Reproduction of original map from the Geodetical Institute of Denmark. Click on small image to see full-sized (184 kb) version.

　　Hondius' world map in two hemispheres, 1630, the quintessential Renaissance map. Taken from Whitfield (1994, p. 75). Click on small image to see full-sized (187 kb) version.

　　Geographic information systems (GIS) emerged in the 1970-80s period. GIS represents a major shift in the cartography paradigm. In traditional (paper) cartography, the map was both the database and the display of geographic information. For GIS, the database, analysis, and display are physically and conceptually separate aspects of handling geographic data. Geographic information systems comprise computer hardware, software, digital data, people, organizations, and institutions for collecting, storing, analyzing, and displaying georeferenced information about the Earth (Nyerges 1993).

　　Are maps realistic representations of the actual world? No--never! Field measurements are subject to errors of accuracy and precision. Aerial photographs and satellite images portray only certain portions of the light spectrum, as filtered through the atmosphere and detection instruments. No map can depict all physical, biological, and cultural features for even the smallest area. A map can display only a few selected features, which are portrayed usually in highly symbolic styles according to some kind of classification scheme. In these ways, all maps are estimations, generalizations, and interpretations of true geographic conditions.

　　All maps are made according to certain basic assumptions, for example sea-level datum, which are not always true or verifiable. Finally any map is the product of human endeavor, and as such may be subject to unwitting errors, misrepresentation, bias, or outright fraud. In spite of these limitations, maps have proven to be remarkably adaptable and useful through several millennia of human civilization. Maps of all kinds are fundamentally important for modern society.

　　The fool's cap world map, about 1590. Ptolemaic projection on the face of a clown. Maker, date and place of publication are unknown. Maps are human representations of the world, as seen through the eyes of a fool in this example. Taken from Whitfield (1994, p. 78-79). Click on small image to see full-sized (163 kb) version.

Passage 2:

文章内容

主要探讨如何使住宅节能，减少空调的使用。讲述了用传统技术建筑房屋的优越性，主要体现在温控上。而现代技术只看重外观，实用性不够强。介绍了马来西亚的一种传统建筑，有很强通风功能，而现代建筑没有，温度会比外面高5度。阿拉伯地区的传统建筑有wind tower，也会使得内部清凉。传统建筑技术形成的天然空调，还和建筑材料有关。Clay比stone的控温性更强，而且clay需要人工，能提高就业率。天然空调还和能源相关，举例加利福尼亚的建筑，空调浪费很大，其实外墙如果是白色的就能节约能源，还能用solar energy自给自足。

题型分布及参考答案

1. 配对题（段落信息）4题

2. 配对题（人名观点）4题

3. 判断题（TFNG)5题

参考答案：

段落信息配对：

中东国家的wind tower(适合家庭聚会)对应domestic interaction

用clay建造房子对应 particular material

某国家的建筑有ventilation 对应 ventilation from low

太阳能对应self sufficient energy

人名观点配对：

马来西亚的：传统建造工艺比现代的更好

building 开窗那个人: innovation to save

房子刷白：a simple way to

判断题：

马来西亚房子室外比室内高5度(F)

wind tower is widespread (F) 普及率只比博物馆藏品多一点

building开窗low cost(NG)

相关拓展

教育心理类文章供参考：

BRITISH universities， it appears， are considering abandoning a 200-year old system of degree classification in favour of the American GPA model. At present， students are bunched into grade clusters. The top 10-20% receive a "1st"， the majority receive a "2.1" or "two-one" and the stragglers receive either a "two-two" or a "3rd". The latter group can be very small (5%) at the elite universities but is larger nationally.

　　The main reasoning for this is that it is hard for employers to distinguish between graduates if everyone has a 2.1 grade. But it is possible for employers to ask for a full transcript of individual grades， though this is not nearly as common in Britain as you might expect. The stronger point (which you might have already picked up on) is that the existing system can be difficult to interpret internationally. Adopting the GPA system would be helpful to undergraduates wishing to study or work abroad.

　　I think this might be missing a trick. My experience of the 1st/2.1/2.2 system is that it has a very strong effect on students' work effort. For weaker students， either those of lower natural ability or the more workshy， fear of the notorious "Desmond" (cockney rhyming slang after the eponymous archbishop) is the ultimate motivator. Many attractive careers simply advertise the minimum requirement of a 2.1， and therefore getting the lower grade can be quite a handicap in the job market.

　　For stronger students， the aspiration of a first， the only true distinguisher in the system， is also a strong incentive. The risk is that working quite hard could leave you with only a high 2.1， largely indistinguishable from all other 2.1's. The crudeness of the grading system drags everyone up.

　　An interesting paper by Pradeep Dubey and John Geanakoplos of the Cowles foundation at Yale Univeristy makes the same point. They write：

　　Suppose that the professor judges each student's performance exactly， though the performance itself may depend on random factors， in addition to ability and effort. Suppose also that the professor is motivated solely by a desire to induce his students to work hard. Third and most importantly， suppose that the students care about their relative rank in the class， that is， about their status. We show that， in this scenario， coarse grading often motivates the student to work harder.

　　One might think that finer hierarchies generate more incentives. But this is often not the case. Coarse hierarchies can paradoxically create more competition for status， and thus better incentives for work.

　　They give a simple example. Suppose there are two students， Brainy and Dumbo， with disparate abilities. Brainy achieves a uniformly higher score even when he shirks and Dumbo works. Suppose， for example， that Dumbo scores between 40 and 50 if he shirks， and between 50 and 60 if he works， while Brainy scores between 70 and 80 if he shirks and 80 and 90 if he works. With perfectly fine grading， Brainy will come ahead of Dumbo regardless of their effort levels. But since they only care about rank， both will shirk.

　　But， by assigning a grade A to scores above 85， B to scores between 50 and 85， and C to below 50， the professor can inspire Dumbo to work， for then Dumbo stands a chance to acquire the same status B as Brainy， even when Brainy is working. This in turn generates the competition which in fact spurs Brainy to work， so that with luck he can distinguish himself from Dumbo. He doesn't want to be mislabelled. With finer grading everyone gets their own label so this effect disappears.

　　The corollary to this in my example is that if the brainy student knows that even when slacking off he will still do measurably better than most students he may decide that he can still get a very good job with 70 to 80. There may be students who score 80 to 90 with superior credentials but academic performance is only part of the hiring criteria. If he can signal himself as a brainy student he might think this is enough.

　　However， critical to all this is that all exams are taken together， as they are at Oxford or Cambridge universities， usually at the end of the degree in a consecutive-day marathon. The trend in other British universities has been to examine various courses throughout the degree. The result is that those in the middle of the ability range can work very hard at the beginning， bank a 2.1 and then slack off in the remaining years. It is partly for this reason that those universities pushing hardest for the changes have exams split across years. Oxford and Cambridge are less keen.