雅思预测题分享

　　今天小编为大家分享的是11月7日雅思预测题分享，希望通过这篇文章的学习对你们有所帮助，下面跟随小编一起学习吧。
　　1-3 单选题：
　　1. 为什么在机场？选 transit
　　2. 要等多少时间？选 more than 3 hours
　　3. 对 voucher 持什么态度？选 Unattractive
　　4-6 多选题（给机场提供可以进步的意见）
　　B. cinema C. fish tank F. beds
　　7-10 填空题：
　　7. 一年飞多少次？20
　　8. 在飞机上喜欢使用自己的什么设备？laptop
　　9. 一个词形容自己的生活：enjoyable
　　10. 希望飞机上改善的地方：fruit
　　Section 2
　　新西兰某公园的发展历史及设施
　　11-16 单选题：
　　11. located on a 选：volcano
　　12. Park was created in 选：1842
　　13. Used for experiment 选：formal garden
　　14. Art support 选：local residents
　　15. 选：B
　　17-20 地图题：
　　17. The plant nursery
　　18. The pine tree hill
　　19. eagle fountain
　　20. food kiosk
　　Section 3
　　教授对两个学生进行选课辅导
　　21-25 填空题：
　　21. teacher asked why they didn't choose nursing (clinic), the man said the diploma course is too difficult
　　22. choosing operation needs to learn firstly Biology
　　23. if they choose one ***course, they will work together with young people
　　24. one course later on work specialist in disability / disable people
　　26-30选择题：
　　26. suggests from professor 选：B. focusing on one subject
　　27. Why does she choose this school 选：B. international reputation (the girl mentioned a world renowned professor)
　　28. they should choose a book which is 选：A A. written by this school B. written by a professor C. easy to understand (man said, the book published by the school***if they did not understand the books, they still can ask for help on the campus)
　　29. the most important thing is to (the professor recommend) 选：C A. whether there is a tutor for each one B. is there any personal tutor system C. ask it by yourself and know about the tutor
　　30. in the end，they decided to 选：C B. want to talk to their teacher C. remain uncertain
　　雅思口语考题预测Part 1
　　1. When was the last time you went to a forest?
　　Sample answer: When I was an exchange student in Taiwan several years ago, I went to Ali Mountain with my roommates. I was so exciting because there were so many hard-wood trees that I hadn’t seen before. The scenery was appealing like what we see in fictitious films. We also took the train and watched the beautiful landscape at the same time which was a precious memory for all of us.
　　2. How often do you eat with your family?
　　Sample Answer: Since my family and I live thousands of miles apart from each other, we rarely eat together. When it’s Spring Festival, we get together for family reunion. At this time of year, we cook dumplings, steamed bread and various cuisines and interact with each other about our lives and works. Spending some quality time with my family is always great pleasure for me.
　　3. Do you prefer eating at home or at a restaurant?
　　Sample answer: If I have time cooking, I prefer eating at home which is much healthier. Dishes in restaurants are often greasy and contain a lot of fat which is not suitable for me because I’m a little chubby. I don’t want to gain weight anymore. I can have more healthy and nutritious foods at home like cauliflower and chicken.
　　Part 2
　　1. Describe a historical building
　　You should say:
　　Where it is
　　What it looks like
　　What it is used for now
　　What you learned there
　　And how you felt about this
　　Sample answer:
　　What I am about to describe is a building that once marked cultural and historical apex but that has now fallen into obscurity. That’s right; it’s the Confucius Temple, Confucius residence while he was living. It’s located in Qufu, a small town in central Shandong Province. Like any other temple, it has got a lobby beyond the entrance, with the portrait of Confucius hung on the wall. There are three bedrooms on either side of the lobby, but that area has become off-limits to tourists, so I didn’t really get a peek of that. Though the building has been standing for thousands of years, it has been subject to multiple renovations in recent decades that gave the building a semblance of modernity. I have to resort to my imagination to picture what it originally looked like.
　　Now, the entire area has been converted into a tourist hot-spot. Visitors pay an entrance fee to visit the building; many would kneel before the portrait of Confucius to pray for blessings, after which they will throw cash bills into the so-called wish box in a hope that their wish will eventually come true.
　　Despite all the fuss over the history of the building, I don’t believe the place is worth another visit. As I have mentioned earlier, it smacks of money filth. The temple is run by a few monks, although whether they are authentic and genuine is beyond my knowledge. The money is simply taken by the government to rebuild other parts of the town. Unless you are a true believer in such ritual, it is a waste of money and you wouldn’t truly disappointed if the purpose of your visit is to learn something about Confucius and its history.
　　Part 3
　　1) Why is it important for teenagers to set goals?
　　Sample answer:
　　Teenagers are surrounded with so many temptations in their life. Without a clear goal in mind, they might easily lose track of the purpose of life and indulge themselves in computer games, shopping, or endless chatting on social media. Goals will keep their life on the right track and protect them from those distractions.
　　2) What will encourage children to learn more?
　　Sample answer:
　　I don’t believe conventional approach such as financial rewards would work in the long run. The motivation for learning has to come from deep down in their heart, so the best way is to inspire children’s interest in learning, helping them recognize fun of the learning process and the satisfaction of successfully learning something new.
　　3) Do parents and teachers punish children physically nowadays?
　　Sample answer:
　　Very rarely. Corporal punishment used to be the norm both inside the classroom or at home, but things have changed. Many new parents realize that traditional ways no longer work very effectively; scientific approach to child rearing is strongly called for. So what we see then is parenting books are quickly snapped up in bookstores, and none of those books encourages violent punishment.
　　雅思阅读考题预测Passage 3
　　Children's acquiring the principles of mathematics and science
　　A
　　It has been pointed out that learning mathematics and science is not so much learning facts as learning ways of thinking. It has also been emphasised that in order to learn science, people often have to change the way they think in ordinary situations. For example, in order to understand even simple concepts such as heat and temperature, ways of thinking of temperature as a measure of heat must be abandoned and a distinction between 'temperature' and 'heat' must be learned. These changes in ways of thinking are often referred to as conceptual changes. But how do conceptual changes happen? How do young people change their ways of thinking as they develop and as they learn in school?
　　B
　　Traditional instruction based on telling students how modem scientists think does not seem to be very successful. Students may learn the definitions, the formulae, the terminology, and yet still maintain their previous conceptions. This difficulty has been illustrated many times, for example, when instructed students are interviewed about heat and temperature. It is often identified by teachers as a difficulty in applying the concepts learned in the classroom; students may be able to repeat a formula but fail to use the concept represented by the formula when they explain observed events.
　　C
　　The psychologist Piaget suggested an interesting hypothesis relating to the process of cognitive change in children. Cognitive change was expected to result from the pupils' own intellectual activity. When confronted with a result that challenges their thinking—that is, when faced with conflict—pupils realise that they need to think again about their own ways of solving problems, regardless of whether the problem is one in mathematics or in science. He hypothesised that conflict brings about disequilibrium, and then triggers equilibration processes that ultimately produce cognitive change. For this reason, according to Piaget and his colleagues, in order for pupils to progress in their thinking they need to be actively engaged in solving problems that will challenge their current mode of reasoning. However, Piaget also pointed out that young children do not always discard their ideas in the face of contradictory evidence. They may actually discard the evidence and keep their theory.
　　D
　　Piaget’s hypothesis about how cognitive change occurs was later translated into an educational approach which is now termed 'discovery learning'. Discovery learning initially took what is now considered the 'lone learner' route. The role of the teacher was to select situations that challenged the pupils' reasoning; and the pupils' peers had no real role in this process. However, it was subsequently proposed that interpersonal conflict, especially with peers, might play an important role in promoting cognitive change. This hypothesis, originally advanced by Perret-Clermont and Doise and Mugny, has been investigated in many recent studies of scienceteaching and learning.
　　E
　　Christine Howe and her colleagues, for example, have compared children's progress in understanding several types of science concepts when they are given the opportunity to observe relevant events. In one study, Howe compared the progress of 8 to 12-year-old children in understanding what influences motion down a slope. In order to ascertain the role of conflict in group work, they created two kinds of groups according to a pre-test: one in which the children had dissimilar views, and a second in which the children had similar views. They found support for the idea that children in the groups with dissimilar views progressed more after their training sessions than those who had been placed in groups with similar views. However, they found no evidence to support the idea that the children worked out their new conceptions during their group discussions, because progress was not actually observed in a post-test immediately after the sessions of group work, but rather in a second test given around four weeks after the group work.
　　F
　　In another study, Howe set out to investigate whether the progress obtained through pair work could be a function of the exchange of ideas. They investigated the progress made by 12-15-year-old pupils in understanding the path of falling objects, a topic that usually involves conceptual difficulties. In order to create pairs of pupils with varying levels of dissimilarity in their initial conceptions, the pupils' predictions and explanations of the path of falling objects were assessed before they were engaged in pair work. The work sessions involved solving computer-presented problems, again about predicting and explaining the paths of falling objects. A post-test, given to individuals, assessed the progress made by pupils in their conceptions of what influenced the path of falling objects.
　　Questions 28-30
　　Choose THREE letters, A-F.
　　The list below contains some possible statements about learning.
　　Which THREE of these statements are attributed to Piaget by the writer of the passage?
　　A Teachers play a big role in learning by explaining difficult concepts.
　　B Mental challenge is a stimulus to learning.
　　C Teaching should be consistent in order to easily acquire knowledge.
　　D Children sometimes ignore evidence that conflicts with their original believes.
　　E Children can help each other make cognitive progress.
　　F Cognitive progress is mainly relied on children's own intellectual activity.
　　Questions 31-33
　　Choose THREE letters, A-F.
　　Which THREE of these statements describe Howe's experiment with 8-12-year-olds children?
　　A The difference of learning progress between groups was obvious.
　　B The most active children made the least progress.
　　C The children were evaluated on their abilities to understand a physics phenomenon.
　　D The teacher aided the children to understand a scientific problem.
　　E A total of three tests were given to the children.
　　F All the children were working in mixed-ability groups.
　　Questions 34-37
　　Do the following statements agree with the hypothesis of the psychologist Piaget?
　　In boxes 34-37 on your answer sheet, write
　　TRUE if the statement is true
　　FALSE if the statement is false
　　MOT GIVEN if the information is not given in the passage
　　34 Facing incompatible problems in different disciplines, students may be required to rethink their approach to solve the problem
　　35 Pupils learn new solutions by keep questioning their original ways of thinking.
　　36 With clear instructions, students could acquire new concepts with few problems.
　　37 Young children are less likely to change their concepts in problems of science than in mathematics.
　　Questions 38-40
　　Choose the correct letter, A, B, C or D.
　　Write the correct letter in boxes 38-40 on your answer sheet.
　　38 The 'lone learner' route is an educational approach which
　　A is the main approach for discovery learning in many teaching now.
　　B requires help from the pupils' peers.
　　C relies on how the teacher guides the students heavily.
　　D missed an important part for discovery learning.
　　39 it can be inferred from the passage as experiment in paragraph E

　　A that children acquire more when learning in groups.
　　B That children opposing each other would learn slower.
　　C Researches should check feedback right after the first test.
　　D There can be a satisfying result thanks to the duration of it.
　　40 Howe set out the pair work experiment in order to
　　A study how 12-15-years old pupils learn scientific concepts.
　　B assess whether teammates would have the features of exchange ideas.
　　C investigate pupils the ability of solving physics problems.
　　D predict and explain the path of falling objects.
　　雅思写作考题预测Task 1 考题预测
　　1）Table chart （表格图）
　　The table below shows the percentage of men and women workers in different types of industries in 1990, 2000 and 2010. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
　　参考范文
　　The changes among four various industries in terms of the proportion of males and females in 1990, 2000 and 2010 are illustrated in the table. According to the table, there was a stable trend (7%) in male workers who were employed in retail stores between 1990 and 2010. Meanwhile, female counterparts ascended marginally from 7% to 9%, which was nearly similar with the data of men employees in health industry, gradually rising from 6% to 9%. By contrast, the rate of women employees in this field outnumbered 20%. When it comes to manufacturing field, the two decades witnessed a dramatic decline both in the percentage of females and males from 30% to 10% and 15% to 2% respectively. However, the rate of female employees experienced a smooth increase from 13% to 15%, surpassing that of males (9%) in 2010. In conclusion, whether men or women account for the smallest proportion in retail industry, while more males were likely to work in manufacturing industry and females were willing to work for health area during the period from 1990 to 2010.