【雅思考情】12月16日雅思閱讀考試回憶

Passage 1: Rural transport plan of “Practical action”(2016年4月30日舊題）
題型：判斷4+簡(jiǎn)答4+summary 5
題材：社會(huì)類
參考文章：暫無(wú)
參考答案：
1.Y
2.N
3.NG
4.Y
5. Construction of roads
6. Cycle trailers
7. bus service
7. Atrial ropeway
8. shops/shops and libraries
9. Cushions
10. Family member
11. Mechanism
12. Cover
Passage 2：
題目：智商的測(cè)試（2014年7月26日舊題）
題型：段落標(biāo)題配對(duì)3 + 單選題4 + 判斷題6
題材：生物科學(xué)
參考文章：
Giftedness and intelligence
The present work investigated three important constructs in the field of psychology: creativity, intelligence and giftedness.
 
The major objective was to clarify some aspects about each one of these three constructs, as well as some possible correlations between them. Of special interest were: (1) the relationship between creativity and intelligence - particularly the validity of the threshold theory; (2) the development of these constructs within average and above-average intelligent children and throughout grade levels; and (3) the comparison between the development of intelligence and creativity in above-average intelligent primary school children that participated in a special program for children classified as Entdeckertag (ET), against an age-class- and-IQ matched control group. The ET is a pilot program which was implemented in 2004 by the Ministry for Education, Science, Youth and Culture of the state of Rhineland-Palatinate, Germany. The central goals of this program are the early recognition of gifted children and intervention, based on the areas of German language, general science and mathematics, and also to foster the development of a child’s creativity, social ability, and more. Five hypotheses were proposed and analyzed, and reported separately within five chapters. To analyze these hypotheses, a sample of 217 children recruited from first to fourth grade, and between the ages of six and ten years, was tested for intelligence and creativity. Children performed three tests: Standard Progressive Matrices (SPM) for the assessment of classical intelligence, Test of Creative Thinking  Drawing Production (TCT-DP) for the measurement of classical creativity, and Creative Reasoning Task (CRT) for the evaluation of convergent and divergent thinking, both in open problem spaces. Participants were divided according to two general cohorts: Intervention group, composed of children participating in the Entdeckertag program, and a non-intervention group, composed of children from the regular primary school. For the testing of the hypotheses, children were placed into more specific groups according to the particular hypothesis that was being tested. It could be concluded that creativity and intelligence were not significantly related and the threshold theory was not confirmed. Additionally, intelligence accounted for less than 1% of the variance within creativity; moreover, scores on intelligence were unable to predict later creativity scores. The development of classical intelligence and classical creativity throughout grade levels also presented a different pattern; intelligence grew increasingly and continually, whereas creativity stagnated after the third grade. Finally, the ET program proved to be beneficial for classical intelligence after two years of attendance, but no effect was found for creativity. Overall, results indicate that organizations and institutions such as schools should not look solely to intelligence performance, especially when aiming to identify and foster gifted or creative individuals.
參考答案：
段落大意配對(duì)：
15. explanation of the methodology of R
16.intelligence of what
17. inaccuracy of intelligence
單選：
18.A
19. B
20. A
21. C
判斷題：
22. NG
23. Y
24. N
25. Y

Passage 3：
題名：Pattern of Nature-動(dòng)物的行為規(guī)范（新題）
題型：段落大意題7 + 填空題4 + 配對(duì)題3
題材：動(dòng)物
參考答案：
1-7暫無(wú)
8. Ants
9. Pattern
10. Circulation
11. 暫無(wú)
12. NG
13. TRUE
14. FALSE