雅思模拟考试 spider

Reading

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 on pages 9 and 10. Spider silk cuts weight of bridges

A strong, light bio-material made by genes from spiders could transform construction and

industry

A Scientists have succeeded in copying the silk-producing genes of the Golden Orb Weaver spider and

using them to create a synthetic material which they believe is the model for a new generation of advanced bio-materials. The new material, biosilk, which has been spun for the first time by researchers at DuPont, has an enormous range of potential uses in construction and manufacturing.

B The attraction of the silk spun by the spider is a combination of great strength and enormous elasticity,

which man-made fibres have been unable to replicate. On an equal-weight basis, spider silk is far stronger than steel and it is estimated that if a single strand could be made about 10m in diameter, it would be strong enough to stop a jumbo jet in flight. A third important factor is that it is extremely light.

Army scientists are already looking at the possibilities of using it for lightweight, bullet-proof vests and parachutes.

C For some time, biochemists have been trying to synthesize the drag-line silk of the Golden Orb Weaver.

The drag-line silk, which forms the radial arms of the web, is stronger than the other parts of the web and some biochemists believe a synthetic version could prove to be as important a material as nylon, which has been around for 50 years, since the discoveries of Wallace Carothers and his team ushered in the age of polymers.

D To recreate the material, scientists, including Randolph Lewis at the University of Wyoming, first

examined the silk-producing gland of the spider. “We took out the glands that produce the silk and looked at the coding for the protein material they make, which is spun into a web. We then went looking for clones with the right DNA,” he says.

E At DuPont, researchers have used both yeast and bacteria as hosts to grow the raw material, which they

have spun into fibres. Robert Dorsch, Dupont’s director of biochemical development, says the globules of protein, comparable with marbles in an egg, are harvested and processed. “We break open the bacteria, separate out the globules of protein and use them as the row starting material. With yeast, the gene system can be designed so that the material excretes the protein outside the yeast for better access,”

he says.

F“The bacteria and the yeast produce the same protein, equivalent to that which the spider uses in the drag lines of the web. The spider mixes the protein into a water-based solution and then spins it into a solid fibre in one go. Since we are not as clever as the spider and we are not using such sophisticated organisms, we substituted man-made approaches and dissolved the protein in chemical solvents, which are then spun to push the material through small holes to form the solid fibre.”

G Researchers at DuPont say they envisage many possible uses for a new biosilk material. They say that

earthquake-resistant suspension bridges hung from cables of synthetic spider silk fibres may become a reality. Stronger ropes, safer seat belts, shoe soles that do not wear out so quickly and tough new clothing are among the other applications. Biochemists such as Lewis see the potential range of uses of biosilk as almost limitless. “It is very strong and retains elasticity, there are no man-made materials that can mimic both these properties. It is also a biological material with all the advantages that has over petrochemicals,” he says.

H At DuPont’s laboratories, Dorsch is excited by the prospect of new super-strong materials but he warns

they are many years away. “We are at an early stage but theoretical predictions are that we will wind up with a very strong, tough material, with an ability to absorb shock, which is stronger and tougher than the man-made materials that are conventionally available to us,” he says.

I The spider is not the only creature that has aroused the interest of material scientists. They have also

become envious of the natural adhesive secreted by the sea mussel. It produces a protein adhesive to attach itself to rocks. It is tedious and expensive to extract the protein from the mussel, so researchers have already produced a synthetic gene for use in surrogate bacteria.

Questions 1-5

The passage has nine paragraphs A-I

Which paragraph contains the following information?

Write the correct letter A-I in boxes 1-5 on your answer sheet.

1 a comparison of the ways two materials are used to replace silk-producing glands

2predictions regarding the availability of the synthetic silk

3on-going research into other synthetic materials

4the research into the part of the spider that manufactures silk

5the possible application of the silk in civil engineering

Questions 6-11

Complete the flow chart below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

Write your answers in boxes 6-11 on your answer sheet.

Synthetic gene growth in 6………………..or 7………………

globules of 8……………….

dissolved in 9………………

passed through 10……………

to produce 11………………Questions 12-14

Do the following statements agree with the information given in Reading Passage 1?

In boxes 12-14 on your answer sheet write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

12Biosilk has already replaced nylon in parachute manufacture.

13The spider produces silk of varying strengths.

14Lewis and Dorsch co-operated in the synthetic production of silk.

READING PASSAGE 2

You should spend about 20 minutes on Questions 15-27 which are based on Reading Passage 2 on pages 13 and 14.

TEACHING IN UNIVERSITIES

In the 19th century, an American academic, Newman, characterised a university as: “a place of teaching universal knowledge…(a place for) the diffusion and extension of knowledge rather than its advancement.”

Newman argued that if universities were not for teaching but rather for scientific discovery, then they would not need students.

Interestingly, during this century, while still teaching thousands of students each year, the resources of most universities have been steadily channelled away from teaching into research activities. Most recently, however, there have been strong moves in both North America and the United Kingdom to develop initiatives that would enhance the profile of the teaching institutions of higher education. In the near future, therefore, as well as the intrinsic rewards gained from working with students and the sense that they are contributing to their overall growth and development, there should soon be extrinsic rewards, in the form of job promotion, for those pursuing academic excellence in teaching in universities.

In the future, there will be more focus in universities on the quality of their graduates and their progression rates. Current degree courses, whose assessment strategies require students to learn by rote and reiterate the course material, and which do not require the student to interact with the material, or construct a personal meaning about it or even to understand the discipline, are resulting in poor learning outcomes. This traditional teaching approach does not take into account modern theories of education, the individual needs of the learner, nor his or her prior learning experience.

In order for universities to raise both the quality and status of teaching, it is first necessary to have some kind of understanding of what constitutes good practice. A 1995 report, compiled in Australia, lists eight qualities that

researchers agree are essential to good teaching.

Good teachers…

A are themselves good learners-resulting in teaching that is dynamic, reflective and constantly evolving as

they learn more and more about teaching;

B display enthusiasm for their subject and desire to share it with their students;

C recognize the importance of context and adjust their teaching accordingly;

D encourage deep learning approaches and are concerned with developing their students’ critical thinking

skills, problem-solving skills and problem-approach behaviours;

E demonstrate an ability to transform and extend knowledge, rather than merely transmit it;

F recognise individual differences in their students and take advantage of these;

G set clear goals, use valid assessment techniques and provide high-quality feedback to their students;

H show respect for, and interest in, their students and sustain high expectations of them.

In addition to aiming to engage students in the learning process, there is also a need to address the changing needs of the marketplace. Because in many academic disciplines the body of relevant knowledge is growing at an exponential rate, it is no longer possible, or even desirable, for an individual to have a complete knowledge base. Rather, it is preferable that he or she should have an understanding of the concepts and the principles of the subject, have the ability to apply this understanding to new situations and have the wherewithal to seek out the information that is needed.

As the world continues to increase in complexity, university graduates will need to be equipped to cope with rapid changes in technology and to enter careers that may not yet be envisaged, with change of profession being commonplace. To produce graduates equipped for this workforce , it is essential that educators teach in ways that encourage learners to engage in deep learning which may be built upon in the later years of their course, and also be transferred to the workplace.

The new role of the university teacher, then, is one that focuses on the students’ learning rather than the instructor’s teaching. The syllabus is more likely to move from being a set of learning materials made up of lecture notes, to a set of learning materials made up of print, cassettes, disks and computer programs. Class contact hours will cease to be the major determinant of an academic workload. The teacher will then be released from being the sole source of information transmission and will become instead more a learning manager, able to pay more attention to the development and delivery of education rather than content.

Student-centred learning activities will also require innovative assessment strategies. Traditional assessment and reporting has aimed to produce a single mark or grade for each student. The mark is intended to indicate three things: the extent to which the learned material was mastered or understood; the level at which certain skills were performed and the degree to which certain attitudes were displayed.

A deep learning approach would test a student’s ability to identify and tackle new and unfamiliar ‘real world’ problems. A major assessment goal will be to increase the size and complexity of assignments and minimise

what can be achieved by memorizing or reproducing content. Wherever possible, students will be involved in the assessment process to assist them to learn how to make judgements about themselves and their work.

Questions 15-18

Do the following statements agree with the information given in Reading Passage 2?

In boxes 15-18 on your answer sheet write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

15Newman believed that the primary focus of universities was teaching.

16Job promotion is already used to reward outstanding teaching.

17Traditional approaches to assessment at degree level are having a negative effect on the learning process.

18University students have complained about bad teaching and poor results.

Questions 19-23

Look at the eight qualities A-H of ‘good teachers’ in Reading Passage 2 and the statements below (Questions 19-23).

Match each quality to the statement with the same meaning.

Write the correct letter A-H in boxes 19-23 on your answer sheet.

Good teachers

19can adapt their materials to different learning situations.

20assist students to understand the aims of the course.

21are interested in developing the students as learners.

22treat their students with dignity and concern.

23continually improve their teaching by monitoring their skills.

Questions 24-27

Choose the correct letter, A, B, C or D.

Write your answers in boxes 24-27 on your answer sheet.

24In the future, university courses will focus more on

A developing students’ skills and concepts.

B expending students’ knowledge.

C providing work experience for students.

D graduating larger numbers of students.

25According to the author, university courses should prepare students to

A do a specific job well.

B enter traditional professions.

C change jobs easily.

D create their own jobs.

26The author believes that new learning materials in universities will result in

A more work for teachers.

B a new role for teachers.

C more expensive courses.

D more choices for students.

27The author predicts that university assessment techniques will include more

A in-class group assignments.

B theoretical exams.

C problem-solving activities.

D student seminar presentations.

雅思口语

第二段：主考官抽出一张题卡，卡上写明某话题，考生有一分钟准备时间，之后须根据要求对该话题进行2分钟个人观点阐述（约3-4分钟，包括1分钟准备时间）。 Part 2 Topics Describe : 1. A luxurious thing 2. An important Stage in your life 3. A period of time you enjoyed most in your life. When is it? What did you enjoy? Why? 4. An English Lesson you have attended. What is the content? Why do you remember it? 5. Clothing. 6. Which area(aspect) of life do you want to be successful in? Why? 7. The legal age for marriage in China. Do you think it is suitable?

8. An impressive speech you have heard. What is it about? Why do you remembe it so well? 9. A bicycle. 10. The person you are familiar with. 11. A Building. 12. An advertisement 13.what do people in different age do? 14. a thing you want to achieve Describe a piece of clothing you wear on a special occasion Key points: Graduation, school, pink dress, accessory, Actually, in my high school, students are required to wear the school uniforms each day at school. Everyone looks the same to a great extent.【程度的描述】 No one's special. So after a while, we all have the similar physical features.

雅思考试巩固模拟试题及答案1word版本

2019年雅思考试巩固模拟试题及答案1

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英语口语雅思口语考试回答

口语机经模版

Part 1 Name 无忧提示：模版仅供参考，不可背诵，以免雷同 6 6 Study and working Hometown Family Apartment Spare time Hobbies Movies Music Traveling 地方篇（place） School 6 8 9 9 9 11 11 12 12 13 13 A building of school 13 Building in school A school Country/city A City 14 15 16 16 Favorite city, town or village 18 Hometown Historic place A historical place Monument A monument Place of interests Places of interest Foreign country Foreign country Hotel/restaurant A hotel Restaurant Shopping center 19 21 21 22 22 23 23 24 24 25 25 26 28 A place you always go for shopping 28 Shopping center Park Park Favorite Park Place 29 31 31 32 33 A strange or unusual place 33 Interesting building 34 第1 页共169 页

Natural beauty Natural beauty 35 35 助我越重洋 Ideal House/apartment 36 Ideal House/apartment 36 House Room 37 39 If you are a child describe a room you want 39 人物篇Favorite room 40 41 Neighbor Neighbor Family member Family member Parents Child Child Old people Old people The old Teacher Teacher Favorite teacher 41 42 46 46 47 48 48 50 50 51 52 52 53 A person who has greatly influenced you (55) A person who has greatly influenced you55 Good friends A good friend Friend A classmate A classmate A happy person 56 56 57 58 58 59 A person you would like to spend a day with 60 Famous person Famous person Success people Stars Sports Star Music group Character Movie Star An Ethnic Minority An Ethnic Minority Personality Personality 61 61 62 63 63 65 65 67 67 67 68 68 第2 页共169 页

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雅思口语

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