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| 考試日期： | 2013年6月15日 |
| Reading Passage 1 | |
| Title: | Female Undergraduate in Engineering |
| Question types: | True/False/Not Given; |
| Matching; | |
| 文章內(nèi)容回顧 | 講女性上大學(xué)的，關(guān)于女性在science, engineer方面的研究。 |
| 相關(guān)英文原文閱讀 | Women have traditionally been underrepresented in the field of engineering. Recently, a number of organizations and programs have been initiated in an attempt to understand why there is a gender disparity in this field. These organizations often actively encourage a greater representation of women in engineering and greater recognition of historical and modern-day women engineers. |
| Enrollment and graduation rates of women in post-secondary engineering programs are very important. Undergraduate degrees are acknowledged as the "latest point of standard entry into scientific fields." | |
| Countries such as the United States and Canada have more flexible entry requirements into post-secondary education, whereas countries such as the United Kingdom and Australia demand that students study math, physics, and chemistry in high school. Of the four countries, the percentage of female undergraduates completing an engineering degree was 18.5% in Canada in 2004 and 19.3% in the United States in 2005-06. In comparison, the percentage of female undergraduates completing an engineering degree in the United Kingdom was 9.5% in 2005-06 and in Australia, the enrollment rate of women in engineering was 14.1%. | |
| There are disparities within the undergraduate engineering degree. Women are less likely to study mechanical, electrical, and aeronautical engineering than chemical or civil engineering. This may "reflect the popularity of environmental engineering among women." | |
| 題型難度分析 | 人名的Matching題屬于簡(jiǎn)單題型，非常容易定位。而是非無(wú)也是?？碱}型之一，掌握相應(yīng)技巧，難度不大。 |
| 題型技巧分析 | Matching（人名&觀 點(diǎn)）在近期的雅思閱讀考試中出現(xiàn)的次數(shù)比較多。做這一題型，首先要明確它的題干是有序還是無(wú)序的（人名出現(xiàn)在題干中一般為有序）。其次要注意解題的順序， 若是有序型的，則可按人名在文中出現(xiàn)的順序解題，若是無(wú)序型的，按人名出現(xiàn)次數(shù)從少到多解題。在解題時(shí)，當(dāng)定位到某一人名后，要特別留意此人所說(shuō)的話（即 引號(hào)中的內(nèi)容），而這一人名后附加的一長(zhǎng)串頭銜，則可省略不讀。 |
| Reading Passage 2 | |
| Title: | Language Family |
| Question types: | True/False/Not Given; |
| Multiple Choice; | |
| Summary; | |
| 文章內(nèi)容回顧 | 關(guān)于語(yǔ)言家族的發(fā)展和傳播。 |
| 相關(guān)英文原文閱讀 | A language family is a group of languages related through descent from a common ancestor, called the proto-language of that family. The term 'family' comes from the tree model of language origination in historical linguistics, which makes use of a metaphor comparing languages to people in a biological family tree, or in a subsequent modification, to species in a phylogenetic tree of evolutionary taxonomy. No actual biological relationship between speakers is implied by the metaphor. |
| As of early 2009, SIL Ethnologue catalogued 6,909 living human languages. A "living language" is simply one that is widely used as a primary form of communication by a specific group of living people. The exact number of known living languages varies from 5,000 to 10,000, depending generally on the precision of one's definition of "language", and in particular on how one classifies dialects. There are also many dead and extinct languages. | |
| Membership of languages in the same language family is established by comparative linguistics. Daughter languages are said to have a genetic or genealogical relationship; the former term is more modern, while the latter is more traditional. The evidence of linguistic relationship is found in observable shared characteristics that are not attributed to borrowing. Genealogically related languages present shared retentions, that is, features of the proto-language (or reflexes of such features) that cannot be explained by chance or borrowing (convergence). Membership in a branch or group within a language family is established by shared innovations, that is, common features of those languages that are not found in the common ancestor of the entire family. For example, Germanic languages are "Germanic" in that they share vocabulary and grammatical features that are not believed to have been present in the Proto-Indo-European language. These features are believed to be innovations that took place in Proto-Germanic, a descendant of Proto-Indo-European that was the source of all Germanic languages. | |
| Subdivision | |
| Language families can be divided into smaller phylogenetic units, conventionally referred to as branches of the family because the history of a language family is often represented as a tree diagram. However, the term family is not restricted to any one level of this "tree". The Germanic family, for example, is a branch of the Indo-European family. (In this way, the term family is analogous to the biological term clade.) Some taxonomists restrict the term family to a certain level, but there is little consensus in how to do so. Those who affix such labels also subdivide branches into groups, and groups into complexes. A top-level (largest) family is often called a phylum or stock. The term superfamily is sometimes applied to proposed groupings of language families whose status as phylogenetic units is generally considered to be unsubstantiated by accepted historical linguistic methods. | |
| Dialect continua | |
| Some closely knit language families, and many branches within larger families, take the form of dialect continua, in which there are no clear-cut borders that make it possible to unequivocally identify, define, or count individual languages within the family. However, when the differences between the speech of different regions at the extremes of the continuum are so great that there is no mutual intelligibility between them, the continuum cannot meaningfully be seen as a single language. A speech variety may also be considered either a language or a dialect depending on social or political considerations, as in the case of Hindi and Urdu within Hindustani. Thus different sources give sometimes wildly different accounts of the number of languages within a family. Classifications of the Japonic family, for example, range from one language (a language isolate) to nearly twenty. | |
| Proto-languages | |
| The common ancestor of a language family is seldom known directly, since most languages have a relatively short recorded history. However, it is possible to recover many features of a proto-language by applying the comparative method—a reconstructive procedure worked out by 19th century linguist August Schleicher. This can demonstrate the validity of many of the proposed families in the list of language families. For example, the reconstructible common ancestor of the Indo-European language family is called Proto-Indo-European. Proto-Indo-European is not attested by written records, since it was conjectured to be spoken before the invention of writing. | |
| Sometimes, however, a proto-language can be identified with a historically known language. For instance, dialects of Old Norse are the proto-language of Norwegian, Swedish, Danish, Faroese and Icelandic. Likewise, the Appendix Probi depicts Proto-Romance, a language almost unattested due to the prestige of Classical Latin, a highly stylised literary register not representative of the speech of ordinary people. | |
| 題型難度分析 | 文章由三種題型構(gòu)成，且都屬于細(xì)節(jié)題，難度較第一篇有所提升。 |
| 題型技巧分析 | 是非無(wú)判斷題幾乎是每次雅思閱讀考試的必考題型，且題量基本都在14題左右。所以對(duì)于這一?？碱}型，同學(xué)們一定要熟知其解題技巧。特別要區(qū)分清楚No和Not Given在判斷標(biāo)準(zhǔn)上的差異。而對(duì)于一些考題中經(jīng)常出現(xiàn)的經(jīng)典考點(diǎn)，我們也要能夠識(shí)別。 |
| 1. 數(shù)字（但年份一般不作為考點(diǎn)） | |
| 2. 比較（常見(jiàn)答案為NOT GIVEN） | |
| 3. 增加&減少（increase / rise / grow / climb / accelerate decrease / decline / reduce / crash） | |
| 4. 超過(guò)（over/more than/exceed/excess） | |
| 5. 絕對(duì)化（all/fully/must/only/unique/never） | |
| 6. 邏輯關(guān)系 | |
| Reading Passage 3 | |
| Title: | Indication of Athletes’ Success |
| Question types: | List of Headings; |
| Matching; | |
| Multiple Choice; | |
| 文章內(nèi)容回顧 | 關(guān)于運(yùn)動(dòng)員成功對(duì)普通人的借鑒意義。 |
| 相關(guān)英文原文閱讀 | 4 Things Successful Athletes Do (That You Don't) |
| 1. Hit Your Key Sessions and Key Lifts | |
| In any given week there will be some workouts that are more important than others. For triathletes it will be their long run. For lifters it could be the day they squat heavy with high volume. Regardless of the sport you will always find that top performers have one key session they feel is a vital link in the chain of events getting them to the start line in the best shape possible. | |
| Figure out which sessions are vital and which you’re using to fill in time. When you dispense with “filler” sessions you’ll end up with higher quality training. Likewise you’ll find having fewer exercises in your daily routine allows tighter focus, which in turn will allow better lifts. This will enable you to lift more weight in the movements that matter the most. Don’t worry, if you pick the right lifts you won’t need three different cable curl exercises. | |
| 2. All Out, All the Time Is Not a Recipe for Success | |
| Life has a natural state of ebb and flow. Trying to build continuously from week to week is unnatural. If the goal is to create a peak effort then it also needs to be understood you can’t have a peak without having a valley. It’s perfectly fine to push yourself and then back off, repeating this process over weeks and years. No time off from hard training leads to two things – injury or burn out. You can follow this ebb and flow pattern from week to week, as well as within a week (called macrocycles and microcycles in traditional periodization models). | |
| Even within a session you need to allow for a natural rhythm to be developed in training. While there’s some merit to front loading your toughest exercises, for instance, in a session it makes more sense to build up to the hardest lifts. My weightlifting coach, Robert Kabbas, shared with me that in a session that prioritized the jerk, performing push press first was a good way to really warm up for the work of the jerk after. At the moment I am doing this twice per week and follow the jerks with power cleans off blocks – still hard, but nowhere near as heavy or demanding – before finishing with squats which is another step up again in intensity and effort. | |
| 3. Learn From the Pros | |
| All activities have various things that seem like secrets to the outsider. Like hook grip in weightlifting or gels to cyclists. These things exist so athletes can perform their sport better. | |
| If you’re looking to use elements of one activity to help another, such as Olympic lifting to help sports performance, then you will see that various things are not only helpful but make the activity safer. Lifting shoes, for example, allow you to be in a better position to receive the bar and allow a more stable footing to work from. Chalk allows you to grip the bar better. Are these things essential? No, but they will make a difference. | |
| 4. Skills Pay the Bills | |
| Nothing bugs me more than hearing people loosely associated with strength and conditioning suggest all athletes need big lifts. The problem with this logic is that the time spent chasing those lifts will detract from sports practice. | |
| The saying “l(fā)ooks like Tarzan, plays like Jane” applies here. It doesn’t matter if you have the lowest levels of body fat on court or the biggest deadlift if you can’t win the game. If you’re looking to emulate your sporting heroes then this last tip is the most important of all. While strength and conditioning is important it won’t win games for you until you get to higher levels when the difference in relative skill becomes much less. Spend your spare time on training sports skills. If you are a runner, run. If you’re a swimmer, swim. If you’re a lifter, lift. Don’t try to turn yourself into a lifting-runner and then scratch your head why you aren’t fast anymore (and make sure you keep your shoes on.) | |
| 題型難度分析 | 本篇文章還是以配對(duì)題作為主打題型，既有細(xì)節(jié)也有主旨，總體難度相對(duì)而言較高。 |
| 題型技巧分析 | 標(biāo)題配對(duì)題（List of headings）是雅思閱讀中的一種重要題型，要求給段落找小標(biāo)題。它一般位于文章之前，由兩部分組成：一部分是選項(xiàng)，另一部分是段落編號(hào)，要求給各個(gè)段落找到與它對(duì)應(yīng)的選項(xiàng)，即表達(dá)了該段中心思想的選項(xiàng)，有時(shí)還會(huì)舉一個(gè)例子。當(dāng)然，例子中的選項(xiàng)是不會(huì)作為答案的。 |
| 解題思路： | |
| 1. 將例子所對(duì)應(yīng)的選項(xiàng)及段落標(biāo)號(hào)劃去 | |
| 2. 劃出選項(xiàng)中的關(guān)鍵詞及概念性名詞 | |
| 3. 瀏覽文章，抓住各段的主題句和核心詞（尤其是反復(fù)出現(xiàn)的核心詞），重點(diǎn)關(guān)注段落首句、第二句與末句 | |
| 4. 與段落主題句同義或包含段落核心詞的選項(xiàng)為正確答案 | |
（責(zé)任編輯：liushengbao）
