雅思考试模拟试题及答案解析7.docx

雅思考试模拟试题及答案解析7.docx

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雅思考试模拟试题及答案解析7

雅思考试模拟试题及答案解析（7）

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Completetheformbelow.

WriteONEWORDAND/ORANUMBERforeachanswer.

TAUBERINSURANCECo.

Insurancetype:

Vehicle

Policy#:

  1  

Make&Model:

MasdaMarvel

Enginesize:

  2  

Name:

LisaMarieHeathcote

DateofBirth:

  3  1955

Password:

  4  

Changevaluation?

yes图片

   No

Reducevalueto:

$  5  

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Completethenotesbelow.

WriteONEWORDONLYforeachanswer.

Notestobeaddedtopolicy:

 Addnewdriver:

●Name:

SamuelMichaels

●Age:

28

●Relationshiptomaindriver:

  6  

 Reason:

●  7  

 Client/newdrivertoprovide:

●Verified  8  ofdriver'slicence

●Cleandriving  9  

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●  10  coverfor2weeksfromtoday

●Fullcoverwhenpaperworkapproved

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Youcanbecomemoreconfidentbyusing______.

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Moreconfidenceresultsinbetter______.

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Agoodstrategytobuildconfidenceistogetridofnegativememoriesofmistakesandfailuresand,instead,concentrateon______.

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Frequent______ofpositiveimageryisnecessaryforsuccess.

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Mentalpositivityisnotenough—youalsohavetoactinaconfidentmanner—soisimportanttoo.

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Settingandachievinggoalsresultsinbrainactivitythatbringsaboutanexperienceof______.

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Completetheflowchartbelow.

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GoalSetting

Setan  7  goal.

  ↓

Decideonincentives.

  ↓

  8  stepsalongtheway.

  ↓

Gather  9  

  ↓

Takethefirststep.

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Keepa  10  .

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Completethenotesbelow.

WriteNOMORETHANTHREEWORDSforeachanswer.

●ResearchTopic

  -InstantMessagingaddictioninteenagers

●Demographics

  -450  1  completedbyrandomsampleofmiddleschoolstudents,JiangsuProvince

●Scope

  -DoesIMaddictionexist?

  -Whatarethesymptoms?

  -Canitbepredicted?

  -Doesitaffectschoolwork?

●4Symptoms

  -  2  

  -  3  

  -  4  

  -  5  

●PredictorsofIMaddiction

  -  6  

  -  7  

  -Note:

highleveluserswhoarenotaddictstendtouseIMtochatwithfriendsratherthan

   8  

●Conclusions

  -Differencesexistbetweenhighuseandaddictionbutbothhave  9  effectonacademicscores.

●Recommendations

  -Parentsoughttotakenoticeofteenagers'IMusageandoffersuitable  10  andcontroltheiruseofIM.

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Completethetablebelow.

WriteONEWORDORANUMBERforeachanswer.                    

CerealMMT

 1 600

 2 560

coarsegrain 3 

cerealgrownfor 4 300

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Completethesummarybelow.

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ProductionofRice

Ricegivesmore  5  perhectarethanothercerealcropsandproductionhasincreasedover100%inrecentyearsbecauseofbetteryields.Landareahasonlyincreasedby30%duetotheneedforwetlandsoavailabilityoflandisquitelimitedby  6  typeand  7  supply.Thedry-landvarietygivespooreryieldsandpoorer  8  Noweedkillershavebeendevelopedyetthatdonotharmthemaincrop.Heavymachinesareunabletoworkinpaddyfieldssomostriceisstillgrown  9  .

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Completethediagrambelow.

WriteONEWORDONLYfortheanswer.

图片

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（41~53/共13题）PASSAGE1

Thewayinwhichinformationistaughtcanvarygreatlyacrossculturesandtime-periods.EnteringaBritishprimaryschoolclassroomfromtheearly1900s,forexample,onegainsasenseofausterity,disciplineandarigidwayofteaching.Desksaretypicallyseatedapartfromoneanother,withstraight-backedwoodenchairsthatfacedirectlytotheteacherandthechalkboard.Inthepresentday,Britishclassroomslookverydifferent.Desksareoftengroupedtogethersothatstudentsfaceeachotherratherthantheteacher,andalargefloorareaistypicallysetasidefortheclasstocometogetherforgroupdiscussionandlearning.

  Traditionally,itwasfeltthatteachersshouldbeinfirmcontrolofthelearningprocess,andthattheteacher'staskwastoprepareandpresentmaterialforstudentstounderstand.Withinthisapproach,therelationshipstudentshavewiththeirteachersisnotconsideredimportant,noristherelationshipstudentshavewitheachotherintheclassroom.Astudent'sparticipationinclassislikelytobeminima[,asidefromaskingquestionsdirectedattheteacher,orrespondingtoquestionsthattheteacherhasdirectedatthestudent.Thisstyleencouragesstudentstodeveloprespectforpositionsofpowerasasourceofcontrolanddiscipline.Itisfrequentlydescribedasthe"formalauthority"modelofteaching.

  Alessrigidformofteacher-centrededucationisthe"demonstrator"model.Thismaintainstheformalauthoritymodel'snotionoftheteacherasa"flashlight"whoilluminatesthematerialforhisorherclasstolearn,butemphasisesamoreindividualisedapproachtoform.Thedemonstratoractsasbotharolemodelandaguide,demonstratingskillsandprocessesandthenhelpingstudentsdevelopandapplytheseindependently.Instructorswhoaredrawntothedemonstratorstylearegenerallyconfidentthattheirownwayofperformingataskrepresentsagoodbasemodel,buttheyaresensitivetodifferinglearningstylesandexpecttoprovidestudentswithhelponanindividualbasis.

  Manyeducationresearchersargueforstudent-centredlearninginstead,andsuggestthatthelearningprocessismoresuccessfulwhenstudentsareincontrol.Withinthestudent-centredparadigm,the"delegator"styleispopular.Thedelegatorteachermaintainsgeneralauthority,buttheydelegatemuchoftheresponsibilityforlearningtotheclassasawayforstudentstobecomeindependentthinkerswhotakeprideintheirownwork.Studentsareoftenencouragedtoworkontheirownoringroups,andifthedelegatorstyleisimplementedsuccessfullytheywillbuildnotonlyaworkingknowledgeofcoursespecifictopics,butalsoserf-disciplineandtheabilitytoco-ordinategroupworkandinterpersonalroles.

  Anotherstylethatemphasisesstudent-centrededucationisthe"facilitator"modeoflearning.Here,whileasetofspecificcurriculumdemandsarealreadyinplace,studentsareencouragedtotaketheinitiativeforcreatingwaystomeettheselearningrequirementstogether.Theteachertypicallydesignsactivitiesthatencourageactivelearning,groupcollaborationandproblemsolving,andstudentsareencouragedtoprocessandapplythecoursecontentincreativeandoriginalways.Whereasthedelegatorstyleemphasisescontent,andtheresponsibilitystudentscanhaveforgeneratinganddirectingtheirownknowledgebase,thefacilitatorstyleemphasisesform,andthefluidanddiversepossibilitiesthatareavailableintheprocessoflearning.Untilthe1960s,formalauthoritywascommoninalmostallWesternschoolsanduniversities.Asaprofessorwouldenterauniversitylecturetheatre,astudentwouldbeexpectedtorushup,takehisbagtothedesk,andpulloutthechairfortheprofessortositdownon.Thisstylehasbecomeoutmodedovertime.Nowatuniversity,studentsandprofessorstypicallyhavemorerelaxed,collegiaterelationships,addresseachotheronafirstnamebasis,andacknowledgethatstudentshavemuchtocontributeinclass.Teacher-centrededucationhasalingeringappealintheformofthedemonstratorstyle,however,whichremainsusefulinsubjectswhereskillsmustbedemonstratedtoanexternalstandardandthelearningprocessremainsfixedintheearlieryearsofeducation.Astudentofmathematics,sewingormetalworkwilllikelybefamiliarwiththedemonstratorstyle.Atthehighestlevelsofeducation,however,thedemonstratorapproachmustbeabandonedinallfieldsasstudentsarerequiredtoproduceinnovativeworkthatmakesuniquecontributionstoknow[edge.Thesisanddoctoralstudentsleadtheirownresearchinfacilitationwithsupervisors.

  Thedelegatorstyleisvaluablewhenthecourseislikelytoleadstudentstocareersthatrequiregroupprojects.Often,someonewhohasahighlevelofexpertiseinaparticularfielddoesnotmakeforthebestemployeebecausetheyhavenotlearnttoapplytheirabilitiesinaco-ordinatedmanner.Thedelegatorstyleconfrontsthisproblembyrecognisingthatinterpersonalcommunicationisnotjustameanstolearningbutanimportantskillsetinitself.Thefacilitatormodelisprobablythemostcreativemodel,andisthereforenotsuitedtosubjectswherethepracticalcomponentnecessitatesacarefulandhighlydisciplinedmanner,suchastrainingtobeamedicalpractitioner.Itmay,however,suitmoreexperimentalandtheoreticalfieldsrangingfromEnglish,musicandthesocialsciences,toscienceandmedicalresearchthattakesplaceinresearchlabs.Intheseareas,"mistakes"informareimportantandvaluableaspectsofthelearninganddevelopmentprocess.

  Overall,adearevolutionhastakenplaceintheWestfromarigid,dogmaticandteacher-dominatedwayoflearning,toaflexible,creativeandstudent-centredapproach.Nevertheless,differentsubjects,agesandskilllevelssuitdifferentstylesofteaching,anditisunlikelythattherewilleverbeonerecommendedapproachforeveryone.

  ListofTeachingStyles

                 A.Formalauthority

                 B.Demonstrator