12月27日雅思考试结束啦~
什么！临时换题？官方启用了备用卷！但难度整体正常！快来对答案，评论区抱团取暖
听力
LISTENING
P1
主题：搬家公司业务电话预定
题型：填空
1.Makora
2.7149CF
3.city
4.glass
5.oven
6.umbrella
7.table
8.bikes
9.total
10.a stone
P2
主题：商场改进计划 (地图)
题型：单选+匹配
答案：BCBABGBEA
P3
主题：
Product development presentation:
mosquito net
题型：单选+匹配
答案：ACBCAGDBAF
P4
主题：古代语言的研究
题型：填空
31.existing
32.commerce
33.standard
34.Greek
35.children
36.limitations
37.mixture
38.invented
39.advanced
40.rare
阅读
READING
P1
主题：Why good ideas fail
阅读评级：🌟🌟🌟🌟
1. TRUE
2. TRUE
3. NOT GIVEN
4. NOT GIVEN
5. FALSE
6. surface
7. weight loss
8. name
9. container
10. behavior
11. focus groups
12. surveys
13. instincts
P2
A You probably pay more attention to a newspaper with your eyes than with your nose. But lift the paper to your nostrils and inhale. The smell of news print might carry you back to your childhood, when your parents perused the paper on Sunday mornings. Or maybe some other smell takes you back- the scent of your mother's perfume, the pungency of a driftwood campfire. Specific odors can spark a flood of reminiscences. Psychologists call it the "Proustian phenomenon", after French novelist Marcel Proust. Near the beginning of the masterpiece In Search of Lost Time, Proust's narrator dunks a madeleine cookie into a cup of tea - andthe scent and taste unleash a torrent of childhood memories for 3000 pages.
B Now, this phenomenon is getting the scientific treatment.
Neuroscientist Rachel Herz, a cognitive neuroscientist at Brown
University in Providence, Rhode Island, have discovered, for instance, how sensory memories are shared across the brain, with different brain regions remembering the sights, smells, tastes and sounds of a particular experience. Meanwhile, psychologists have demonstrated that memories triggered by smells can be more emotional, as well as more detailed, than memories not related to smells. When you inhale, odor molecules set brain cells dancing within a region known as the amygdala, a part of the brain that helps control emotion. In contrast, the other senses, such as taste or touch, get routed through other parts of the brain before reaching the amygdala. The direct link between odors and the amygdala mayhelp explain the emotional potency of smells. "There is this uniqueconnection between the sense of smell and the part of the brain thatprocesses emotion," says Rachel Herz.
C But the links don't stop there. Like an octopus reaching its tentacles
outward, the memory of smells affects other brain regions as well. In
recent experiments, neuroscientists at University College London (UCL) asked 15 volunteers to look at pictures while smelling unrelated odors. For instance, the subjects might see a photo of a duck paired with the scent of a rose, and then be asked to create a story linking the two. Brain scans taken at the time revealed that the volunteers' brains were particularly active in a region known as the olfactory cortex, which is known to be involved in processing smells. Five minutes later, the volunteers were shown the duck photo again, but without the rose smell. And in their brains, the olfactory cortex lit up again, the scientists reported recently. The fact that the olfactory cortex is active in the absence of the odor suggests that people's sensory memory of events is spread cross different brain regions. Imagine going on a seaside holiday, says UCL team leader, Jay Gottfried. The sight of the waves becomes stored in one area, whereas the crash of the surf goes elsewhere, and the smell of seaweed in yet another place. There could be advantages to having memories spread around the brain. "You can reawaken that memory from any one of the sensory triggers," says Gottfried. "Maybe the smell of the sun lotion, or a particular sound from that day, or the sight of a rock formation." Or - in the case of an early hunter and gatherer ( out on a plain - the sight of a lion might be enough to trigger the urge to flee, rather than having to wait for the sound of its roar and the stench of its hide to kick in as well.
D Remembered smells may also carry extra emotional baggage, saysHerz. Her research suggests that memories triggered by odors are more emotional than memories triggered by other cues. In one recent study, Herz recruited five volunteers who had vivid memories associated with a particular perfume, such as opium for women and Juniper Breeze from Bath and Body Works. She took images of the volunteers' brains as they sniffed that perfume and an unrelated perfume without knowing which was which. (They were also shown photos of each perfume bottle.) Smelling the specified perfume activated the volunteers' brains the most, particularly in the amygdala, and in a region called the hippocampus, which helps in memory formation. Herz published the work earlier this year in the journal Neuropsychologia.
E But she couldn't be sure that the other senses wouldn't also elicit astrong response. So in another study Herz compared smells with sounds and pictures. She had 70 people describe an emotional memory involving three items - popcorn, fresh-cut grass and a campfire. Then they compared the items through sights, sounds and smells. For instance, the person might see a picture of a lawnmower, then sniff the scent of grass and finally listen to the lawnmower's sound. Memories triggered by smell were more evocative than memories triggered by either sight or sounds.
F Odor-evoked memories may be not only more emotional, but moredetailed as well. Working with colleague John Downes, psychologistSimon Chu of the University of Liverpool started researching odor and memory partly because of his grandmother's stories about Chinese culture. As generations gathered to share oral histories, they would pass a small pot of spice or incense around; later, when they wanted to remember the story in as much detail as possible, they would pass the same smell around again. "It kind of fits with a lot of anecdotal evidence on how smells can really be good reminders of past experiences," Chu says. And scientific research seems to bear out the anecdotes. In one experiment, Chu and Downes asked 42 volunteers to tell a life story, then tested to see whether odors such as coffee and cinnamon could help them remember more detail in the story. They could.
G Despite such studies, not everyone is convinced that Proust can bescientifically analyzed. In the June issue of Chemical Senses, Chu and Downes exchanged critiques with renowned perfumer and chemist J. Stephan Jellinek. Jellinek chided the Liverpool researchers for, among other things, presenting the smells and asking the volunteers to think of memories, rather than seeing what memories were spontaneously evoked by the odors. But there's only so much science can do to test a phenomenon that's inherently different for each person, Chu says. Meanwhile, Jellinek has also been collecting anecdotal accounts of Proustian experiences, hoping to find some common links between the experiences. "I think there is a case to be made that surprise may be a major aspect of the Proust phenomenon," he says. "That's why people are so struck by these memories." No one knows whether Proust ever experienced such a transcendental moment. But his notions of memory, written as fiction nearly a century ago, continue to inspire scientists oftoday.
14. A
15. B
16. A
17. C
18. C
19. D
20. B
21. C
22. C
23. create a story
24. brain scans
25. olfactory cortex
26. spice
P3
主题：Consecutive and Simultaneous Translation
A When people are faced with a foreign-language barrier, the usual way round it is to find someone to interpret or translate for them. The term “translation’, is the neutral term used for all tasks where the meaning or expressions in one language (the ‘source’ language) is turned into the meaning or another (the ‘target’ language, whether the medium is spoken, written, or signed. In specific professional contexts, however, a distinction is drawn between people who work with the spoken or signed language (interpreters), and those who work with the written language(translators). There are certain tasks that blur this distinction, as when source speeches turned into target writing. But usually the two roles are seen as quite distinct, so it is unusual to find one person who is equally happy with both occupations. Some writers on translation, indeed, consider the interpreting task to be more suitable for extrovert personalities, and the translating task for introverts.
B Interpreting is today widely known from its use in international
political life. When senior ministers from different language backgrounds meet, the television record invariably shows a pair of interpreters hovering in the background. At major conferences, such as the United Nations General Assembly, the presence of headphones is a clear indication that a major linguistic exercise is taking place. In everyday circumstances, too, interpreters are frequently needed, especially in cosmopolitan societies formed by new reiterations of immigrants and Gastarbeiter. Often, the business of law courts, hospitals, local health clinics, classrooms, or industrial tribunals cannot be carried on without the presence of an interpreter. Given the importance and frequency of this task, therefore, it is remarkable that so little study has been made of what actually happens when interpreting takes place, and of how successful an
exercise it is.
C There are two main kinds of oral translation–consecutive andsimultaneous. In consecutive translation the translating starts after the original speech or some part of it has been completed. Here theinterpreter’s strategy and the final results depend, to a great extent on the length of the segment to be translated. If the segment is just a sentence or two the interpreter closely follows the original speech. As often as not, however, the interpreter is expected to translate a long speech which has lasted for scores of minutes or even longer. In this case he has to remember a great number of messages; and keep them in mind until he begins his translation, possible the interpreter has to take notes of the original messages of notation having been suggested for the purpose. The study of, such notation is the integral part of the interpreter’s training exercises to develop his memory.
D Doubtless the recency of developments in the field partly explains this neglect. One procedure, consecutive interpreting, is very old–andpresumably dates from the Tower of Babel! Here, the interpretertranslates after the speaker has finished speaking. This approach iswidely practiced in informal situations, as well as in committees andsmall conferences. In larger and more formal settings, however, it hasbeen generally replaced by simultaneous interpreting–a recent
development that arose from the availability of modern audiologicalequipment and the advent of increased international interactionfollowing the Second World War.
E Of the two procedures, it is the second that has attracted most interest, because of the complexity of the task and the remarkable skills required.In no other context of human communication is anyone routinely required to listen and speak at the same time, preserving an exact semantic correspondence between the two modes. Moreover, there is invariably a delay of a few words between the stimulus and the response, because of the time it takes to assimilate what is being said in the source language and to translate it into an acceptable form in the target language. This ear-to-voice span’ is usually about 2 or 3 seconds, but it may be as much as 10 seconds or so, if the text is complex. The brain has to remember what has just been said, attend to what is currently being said, and anticipate the construction of what is about to be said. As you start a sentence you are taking a leap in the dark, you are mortgaging your grammatical future; the original sentence may suddenly be turned in such a way that your translation of its end cannot easily be reconciled with your translation of its start.
F How it is all done is not at all clear. That it is done at all is a source of some wonder, given the often lengthy periods of interpreting required, the confined environment of an interpreting booth, the presence of background noise, and the awareness that major decisions may depend upon the accuracy of the work. Other consideration such as cultural background also makes it aim to pay full attention to the backgrounds of the authors and the recipients, and to take into account differences between source and target language.
G Research projects have now begun to look at these factors–todetermine, for example, how far successful interpreting is affected bypoor listening conditions, or the speed at which the source language is spoken. It seems that an input speed of between 100 and 120 words per minute is a comfortable rate for interpreting, with an upper limit ofaround 200 w.p.m. But even small increases in speed can dramatically affect the accuracy of output. In one controlled study, when speeds were gradually increased in a series of stages from 95 to 164 w.p.m., the ear-voice span also increased with each stage, and the amount correctly interpreted showed a clear decline. Also, as the translating load increases, not only are there more errors of commission (mistranslations, cases of vagueness replacing precision), there are also more errors of omission, as words and segments of meaning are filtered out. These are important findings, given the need for accuracy in international communication. What is needed is a more detailed identification of the problem areas, and of the strategies speakers, listeners, and interpreters use to solve them.
27. B
28. D
29. C
30. C
31. A
32. 2-3 SECONDS
33. 10 SECONDS
34. 100 TO 120
35. 200
36. B
37. C
38. E
39.F
40. 待回忆
写作
WRITING
小作文
流程图：
表格。三门课程的学生满意度
大作文
Some people think the best way to improve road safety is to increase the minimum legal age for driving cars and motorcycles. To what extent do you agree or disagree?
同意“提高法定最低驾驶年龄能提升道路安全”的分论点
1. 提高驾驶年龄可保障驾驶者心智更成熟，减少因冲动、判断失误引发的交通事故，比如青少年易因追求刺激飙车、分心驾驶，年长驾驶者更能冷静应对突发路况。
2. 年龄更大的驾驶者往往具备更丰富的社会经验，对交通规则的敬畏心更强，违规行驶（如闯红灯、违规变道）的概率更低。
3. 降低新手驾驶者的风险比例，青少年的身体反应能力和应急处理能力尚未完全成熟，提高年龄能减少因操作不当导致的事故。
反对“提高法定最低驾驶年龄是最佳方式”的分论点
1. 该措施治标不治本，道路安全的核心在于驾驶培训质量和法规执行力度，而非年龄。缺乏系统培训的年长驾驶者同样会制造安全隐患。
2. 限制部分群体的合理出行需求，尤其在公共交通不发达的偏远地区，青少年可能需要开车上学、打工，提高驾驶年龄会影响其正常生活。
3. 驾驶熟练度取决于练习时长而非年龄，部分年轻人经过规范训练后，驾驶安全性并不亚于年长驾驶者，一刀切提高年龄是对这部分群体的不公平。
4. 可能催生无证驾驶行为，部分青少年为满足出行需求选择违法开车，反而会因为缺乏监管和保险增加道路风险。
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