| 考试日期： | 2012年9月1日 |
| Reading Passage 1 | |
| Title: | Man and Machine |
| Question types: |
段落细节信息配对题 填空题summary |
| 文章内容回顾 | 关于机器人的，MIT和日本的一些研究 |
| 英文原文阅读 |
Types of Robots Humanoid Entertainment Robots ASIMO, manufactured by Honda QRIO, by Sony HOAP(*1) Robot Series (Humanoid for Open Architecture Platform), Manufactured by Fujitsu Toyota Partner Robot, manufactured by Toyota. EMIEW, by Hitachi Androids Androids are robots designed to strongly resemble humans. Actroid, a realistic female robot demonstrated most prominently at Expo 2005 in Japan Hanako, a humanoid robot designed for dentist training HRP-4C, a humanoid robot with a realistic head and the average figure of a young Japanese female Animal (four legged) robots Aibo playing with kids AIBO is a commercial robotic dog manufactured by Sony Electronics. Social robots PaPeRo Paro, a robot baby seal intended for therapeutic purposes Wakamaru Guard robots Guardrobo D1 is manufactured by Sohgo Security Services. Banryu, manufactured by Sanyo and TMSUK. Domestic robots SmartPal V, manufactured by Yaskawa Electric Corporation. TWENDY-ONE, developed by Waseda University. TPR-ROBINA, manufactured by Toyota. Mobility Robot WL-16RIII, developed by Waseda University and TMSUK. i-foot, developed by Toyota. i-REAL, developed by Toyota. Murata Boy, developed by Murata Manufacturing Co. Ltd. Rescue robots T-53 Enryu, manufactured by TMSUK. Industrial Humanoid Robotics HRP-3 PROMET Mk-II, manufactured by Kawada Industries, designed by Yutaka Izubuchi. HRP-4 Industrial Robotics Eventually the deeper long term financial resources and strong domestic market enjoyed by the Japanese companies prevailed, their robots spread all over the globe. Only a few non-Japanese companies managed to survive in this market, including Adept Technology, Stäubli-Unimation, the Swedish-Swiss company ABB (ASEA Brown-Boveri), the Austrian manufacturer igm Robotersysteme AG and the German company KUKA Robotics. This includes the one used by the robot based automative production plants,known as assembly line robots. Characteristics Moreover, a recently created robot called CB2 or Child-robot with Biomimetic Body may follow moving objects with its eyes. CB2 can dangle its legs, raise its shoulders and fall with rhythmic breathing. CB2 may recognize the human touch, which is possible thanks to the 197 film-like pressure sensors that are placed under its rubbery skin. Asada, the team of engineers and brain specialists together with psychologists and many other specialists in the related domain created a CB2 that may record emotional expressions, memorize them and then match them with physical sensations. The characteristics of robots are however progressive, their abilities being enlarged as the technology has progressed. The same CB2 acts more and more as human and it was capable of teaching itself how to walk with the aid of human help. The robot learned how to move around the room by using its 51 "muscles," which are driven by air pressure. The humanoid Japanese robots characteristics include abilities such as blinking, smiling or expressing emotions akin to anger and surprise. One of the newest Japanese robots, HRP-4C is a female-robot programmed to catwalk. It walks and talks and with the help of 30 motors it may move its legs and arms however loudly and awkwardly. The facial expressions that are capable of are driven by 8 facial motors to make it smile or blink and change the facial expression as a response to anger or surprise. Robots that are intended to play with children usually look like animals and depending on what animal they are, they make different sounds, move, walk and play. Robot-dogs for example may bark, move their tails and somehow run or play with a child. There are also the mountable robots that can carry their passengers almost anywhere they need to go. Some of the Japanese robots move through rolling. |
| 题型难度分析 |
据学生回忆，这篇题目相对简单，而且是旧题V080621。 首先有六个段落细节配对题，分别对应了C, D, E, F段，F段重复了一次。接下来有个summary的填空题。 |
| 题型技巧分析 |
Summary题，有顺序原则。 先关注instruction字数限制，有些题目在字数限制前，还有段落限制，告诉这个题目是针对哪个段落的。 其次，通读summary, 并且划出关键词，主要包括名词，连接词，介词，不定冠词。 然后根据空格前后信息，预测空格上的单词（单复数，可数与否，词性，-ing, -ed, 固定搭配等） 如果是有选项的摘要题的话，还要通读选项。 同时注意无选项的文章摘要题，在写答案的时候，单词一定要是来自于文章中的。 |
| 剑桥雅思推荐原文练习 | 剑5 Test3 Passage3 |
| Reading Passage 2 | |
| Title: | Fossil Database 化石数据库 |
| Question types: |
Multiple Choice True/False/Not Given Matching（人名观点） |
| 文章内容回顾 |
文章大意讲编纂整个生物资料的fossil database来预测第六次物种大灭绝的缺点和值得改进的地方，科学家们打算建一个关于所有有记录化石的数据库，有的人认为很好，有的人认为不好，因为数据不全。 接下来是各个科学家的观点，最后是建议建立一个有关living creature 的数据库。 |
| 英文原文阅读 |
Fossils (from Latin fossus, literally "having been dug up") are the preserved remains or traces of animals (also known as zoolites), plants, and other organisms from the remote past. The totality of fossils, both discovered and undiscovered, and their placement in fossiliferous (fossil-containing) rock formations and sedimentary layers (strata) is known as the fossil record. The study of fossils across geological time, how they were formed, and the evolutionary relationships between taxa (phylogeny) are some of the most important functions of the science of paleontology. Such a preserved specimen is called a "fossil" if it is older than some minimum age, most often the arbitrary date of 10,000 years ago.[1] Hence, fossils range in age from the youngest at the start of the Holocene Epoch to the oldest from the Archaean Eon, up to 3.4 billion years old.[2][3] The observations that certain fossils were associated with certain rock strata led early geologists to recognize a geological timescale in the 19th century. The development of radiometric dating techniques in the early 20th century allowed geologists to determine the numerical or "absolute" age of the various strata and thereby the included fossils. Like extant organisms, fossils vary in size from microscopic, such as single bacterial cells[4] only one micrometer in diameter, to gigantic, such as dinosaurs and trees many meters long and weighing many tons. A fossil normally preserves only a portion of the deceased organism, usually that portion that was partially mineralized during life, such as the bones and teeth of vertebrates, or the chitinous or calcareous exoskeletons of invertebrates. Preservation of soft tissues is rare in the fossil record. Fossils may also consist of the marks left behind by the organism while it was alive, such as the footprint or feces (coprolites) of a reptile. These types of fossil are called trace fossils (or ichnofossils), as opposed to body fossils. Finally, past life leaves some markers that cannot be seen but can be detected in the form of biochemical signals; these are known as chemofossils or biomarkers. |
| 题型难度分析 |
首先，单选题包括细节类和主旨类的。 其次，判断总共有5个。 最后是人名配观点的配对题，总共有四个。这篇文章中的主流题型较多，还是有一定难度的。 |
| 题型技巧分析 |
是非无判断题是雅思考试阅读的经典题型，虽然今年的题量相对减少，但是仍是复习备考时应关注的题型。 首先应该注意看清是TRUE还是YES, 本篇是TRUE FALSE NOT GIVEN。 解题步骤： 1. 速读问题的句子，找出考点词（容易有问题的部分）。考点词：比较级，最高级，数据（时间），程度副词，特殊形容词，绝对化的词（only, most, each, any, every, the same as等） 2. 排除考点词，在余下的词中找定位词，去原文定位。 3. 重点考察考点词是否有提及，是否正确。 TRUE的原则是同义替换，至少有一组近义词。 FALSE是题目和原文截然相反，不可共存，通常有至少一组反义词。 NOT GIVEN原文未提及，不做任何推断，尤其多考察题目的主语等名词在原文是否有提及。 配对类题型是雅思阅读的一个特色题型之一。其难度相对较大，对考生能力要求相对较高。在目前的雅思考试当中，配对题已经占了非常大的比重，考生在复习的时候必须非常重视。配对类题型有很多种，常见的种类有：1. 人名-观点配对；2. 地名-描述配对；3. 句子-句子配对；4. 分类题(Classification)；5. 段落-标题配对；6. 段落-细节配对。其中前四种做题方法比较类似，而后两种相对较复杂。 前四种配对题的出题特点： I. 所考内容全部为细节，和后两种题型考察主旨不一样，前四种题型主要考察的是考生对于文章细节的把握和理解。因此，这些题型的解题方法主要是先用Scan的方法定位出关键的段落。 II. 出题不一定遵循顺序原则。在对剑桥雅思真题集进行研究后发现，上述四种配对题型中，除了句子配对题肯定按照顺序原则出题之外，其它的题型有些是讲顺序原则的，有些则不讲。大体上说来，如果一道题目的定位词很明确，很容易在原文中找到信息，那么该题就讲顺序原则；反之亦然。 III. 个别题目会有NB出现。在部分题目的指令中，会有这么一行字：NB You may use any letter more than once. 这就意味着在选项中，有至少一个选项可以重复选。但是根据真题的出题思路和考生的实考回忆，一般认为如果出现NB, 很有可能是有且仅有一个选项重复使用一次，个别情况会出现两个选项使用两次；而从来没有三个选项使用两次或两个选项使用三次。 对于一方是特殊定位词的配对题，在做题时，首先应先在文章中将特殊定位词—人名，地名，时间在文中划出，做出标记。其次将配对另一方通读划出关键的词汇，一般以名词为主。然后去文中对已做出标记的部分进行精读，选出答案。 |
| 剑桥雅思推荐原文练习 | 剑8 Test3 Passage3 |
| Reading Passage 3 | |
| Title: | 儿童识别错误 Fault-belief experiment |
| Question types: |
判断题 TRUE/ FALSE/ NOT GIVEN 句子配对 Matching 选择题 Multiple Choice |
| 文章内容回顾 |
关于孩子的意识形成年龄。讲儿童心理学上的错误认知，就是几个实验，然后各个专家给出不同解释。 第一个研究的人组织了一个实验：一个小男孩把巧克力放进蓝色壁橱，他妈妈趁他不在把巧克力放进绿色壁橱，问围观全程的4岁小朋友们小男孩回来会在哪个壁橱里找，小朋友们全部回答说绿色的，专家们分别给出了解释。 第二个实验简化了第一个的条件：俩娃娃，一个有篮子一个有盒子（具体过程忘记了），围观全程的小朋友里面，3岁的都回答错了，4岁的都回答对了。于是又有针对这两个实验的解释。 接下来就是各路专家继续讨论了，与文化背景，家庭生活等各种因素有关，有人支持小朋友应该多和年长的人交流避免误导，有人支持小朋友应该多和同龄人交流来锻炼思考能力。 |
| 英文原文阅读 |
False-belief taskOne of the most important milestones in theory of mind development is gaining the ability to attribute false belief: that is, to recognize that others can have beliefs about the world that are diverging. To do this, it is suggested, one must understand how knowledge is formed, that people’s beliefs are based on their knowledge, that mental states can differ from reality, and that people’s behavior can be predicted by their mental states. Numerous versions of the false-belief task have been developed, based on the initial task done by Wimmer and Perner (1983).In the most common version of the false-belief task (often called the ‘Sally-Anne’ task), children are told or shown a story involving two characters. 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. (Notably, while most children, including those with Down syndrome, are able to pass this test, in one study, 80% of children diagnosed with autism were unable to do so.) |
| 题型难度分析 | 这篇文章中的三个题型中句子配对题较难，句子完成的配对。剩余两个题型也都为主流题型，但文章中有两个实验，考生在理解方面有难度。 |
| 题型技巧分析 |
选择题的做题步骤 一、阅读指令 (Instruction) 这一步骤主要是针对多项选择而言的，单项选择题的指令可以忽略不看。而在多项选择题中，指令中会提示正确选项的数量。在誊写答题卡的时候，一定要注意多项选择题的题号，一个正确选项占用一个题号。这一点对于初次接触雅思的考生来说要特别引起注意。 二、阅读题干，划出定位词 由于选择题考察细节的特点，故题干中的词往往能够提供定位 三、阅读选项，划出核心词 在寻找正确答案之前，一定要事先通读选项，因为选项提供了对原文正确或者是错误的同义转换。但是由于选项较长，不可能一次性全部记住，所以有必要把选项里的核心词划出来，这样可以减轻记忆负担，并且更加有针对性地做题。 四、找到相关句子段落，摆脱干扰找到答案 这是做题的最后一个步骤，也是最重要的步骤。由于选择项的干扰性往往很强，所以对找到的相关句子或段落一定要进行仔细阅读，排除错误选项。甄别干扰项这一步骤是考生解题的关键，很多考生往往对几个选项犹豫不决，经常跳进题目的陷阱。一般说来，干扰项有如下几个类别： 1、数字陷阱 选择题的特点便是选项进行深度的同义转换。但是如果个别选项中出现了数字，往往意味着这个数字直接来源于文章，没有进行任何同义替换。这种干扰选项对于根本读不懂原文的考生有着致命的诱惑力，因为只有数字是熟悉的，其它的单词都读不懂。数字选项中，数字在文章中都有提及，但经常是通过移花接木的形式出现的，以干扰考生的注意力。 2、相似陷阱 同理，如果题目中出现的个别单词与原文中的用词一模一样，尤其是一些经常被同义替换掉的动词、形容词等，这个选项往往就是干扰选项。 3、偷换概念陷阱 有时候选项中虽然与文中有对应的词，但选项中偷换了关键性的成分（如谓语部分），使得答案错误。 4、搭配不当陷阱 这是最具有诱惑性的选项。这种选项的特点是：选项本身是正确的，但是跟题干却不能形成搭配关系。很多考生看到选项和原文内容相似，甚至还有同义转换，便毫不犹豫地选择了这样的干扰项。 |
| 剑桥雅思推荐原文练习 | 剑8 Test1 Passage3 |
|
考试趋势分析和备考指导： 从本次考试的题型来看，仍以主流题型为主：判断，配对，选择，摘要题。同时在主流题目中又以配对为主，三篇文章都考到了配对，分别是段落细节配对，人名配观点，句子配对。这也是2012年雅思阅读题型的主要趋势，因此，各位考生在复习备考阅读时要重点练习配对题。除此之外，选择和判断平分秋色，各出现了三次，选择以单选为主。在练习配对题的同时也不能忽视这两种题型。摘要题只出现了一次，意味着填空题的频率较少，建议考生们在备考阅读的填空类题型时重点练习文章摘要题。 从本次考试的话题看，这三篇文章都是旧题，第一篇是08年的，第二第三篇是2010年的，建议后半年参加雅思阅读考试的烤鸭们在练习剑桥雅思真题之余，可以看一下近三年的阅读机经，熟悉话题。 |