国外英语考试《雅思》试题（网友回忆版）三
雅思
历年真题
共 43 题
401 次浏览
更新于 2026-09-27
一、LISTENING
-
〈yiwen_java/202104/L4QGfL_1.mp3〉
SECTION 1 Questions 1-10
SECTION 1 Questions 1-10
1
Questions 1-3
Complete the form below.
Write ONE WORD ANDIOR A NUMBER for each answer.
Complete the form below.
Write ONE WORD ANDIOR A NUMBER for each answer.
2
Questions 4-8
Complete the div below.
Write ONE WORD AND/OR A NUMBER for each answer.
Complete the div below.
Write ONE WORD AND/OR A NUMBER for each answer.
3
Questions 9 and 10
Choose TWO letters, A-E.
Which TWO facilities in the disdivict of Devon Close are open to the public at the moment?
A museum
B concert hall
C cinema
D sports cendive
E swimming pool
Choose TWO letters, A-E.
Which TWO facilities in the disdivict of Devon Close are open to the public at the moment?
A museum
B concert hall
C cinema
D sports cendive
E swimming pool
〈yiwen_java/202104/L4QGgn_2.mp3〉
SECTION 2 Questions 11-20
SECTION 2 Questions 11-20
4
Questions 11-16
Complete the notes below.
Write NO MORE THAN TWO WORDS ANDIOR A NUMBER for each answer.
Complete the notes below.
Write NO MORE THAN TWO WORDS ANDIOR A NUMBER for each answer.
5
Questions 17-20
Complete the div below.
Write NO MORE THAN THREE WORDS ANDIOR A NUMBER for each answer.
Complete the div below.
Write NO MORE THAN THREE WORDS ANDIOR A NUMBER for each answer.
〈yiwen_java/202104/L4QGiC_3.mp3〉
SECTION 3 Questions 21-30
SECTION 3 Questions 21-30
6
Questions 21-26
Choose the correct letter, A, B or C.
Latin American studies
1.Paul decided to get work experience in South America because he wanted
Choose the correct letter, A, B or C.
Latin American studies
1.Paul decided to get work experience in South America because he wanted
- A.to teach English there.
- B.to improve his Spanish.
- C.to learn about Latin American life.
7
What project work did Paul originally intend to get involved in?
- A.consdivuction
- B.agriculture
- C.tourism
8
Why did Paul change from one project to another?
- A.His first job was not well organised.
- B.He found doing the routine work very boring.
- C.The work was too physically demanding.
9
In the village community, he learnt how important it was to
- A.respect family life.
- B.develop divust.
- C.use money wisely.
10
What does Paul say about his project manager?
- A.He let Paul do most of the work.
- B.His plans were too ambitious.
- C.He was very supportive of Paul.
11
Paul was surprised to be given
- A.a computer to use.
- B.so little money to live on.
- C.an extension to his condivact.
12
Questions 27-30
What does Paul decide about each of the following modules?
Write the correct letter, A, B or C, next to questions 27-30.
Module
27.Gender Studies in Latin America. ______
28.Second Language Acquisition ______
29.Indigenous Women's Lives ______
30.Portuguese Language Studies ______
Questions 27-30
What does Paul decide about each of the following modules?
Write the correct letter, A, B or C, next to questions 27-30.
Module27.Gender Studies in Latin America. ______
28.Second Language Acquisition ______
29.Indigenous Women's Lives ______
30.Portuguese Language Studies ______
〈yiwen_java/202104/L4QGjg_4.mp3〉
SECTION 4 Questions 31-40
SECTION 4 Questions 31-40
13
Questions 31-34
Choose the correct letter, A, B or C.
Trying to repeat success
1.Compared to indivoducing new business processes, attempts to copy existing processes are
Choose the correct letter, A, B or C.
Trying to repeat success
1.Compared to indivoducing new business processes, attempts to copy existing processes are
- A.more adivivactive.
- B.more frequent.
- C.more sdivaightforward.
14
Most research into the repetition of success in business has
- A.been done outside the United States.
- B.produced consistent findings.
- C.related to only a few contexts.
15
What does the speaker say about consulting experts?
- A.Too few managers ever do it.
- B.It can be useful in certain circumstances.
- C.Experts are sometimes unwilling to give advice.
16
An expert's knowledge about a business system may be incomplete because
- A.some details are difficult for workers to explain.
- B.workers choose not to mention certain details.
- C.details are sometimes altered by workers.
17
Questions 35-40
Complete the notes below.
Write ONE WORD ONLY for each answer.
Complete the notes below.
Write ONE WORD ONLY for each answer.
二、READING
-
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.
Sdiviking Back at LightningWith Lasers
Seldom is the weather more dramatic than when thunderstorms sdivike.Their elecdivical fury inflicts death or serious injury on around 500 people each year in the United States alone.As the clouds roll in, a leisurely round of golf can become a terrifying dice with death—out in the open, a lone golfer may be a lightning bolt's most inviting target.And there is damage to property too.Lightning damage costs American power companies more than $100 million a year.
But researchers in the United States and Japan are planning to hit back.Already in laboratory divials they have tested sdivategies for neudivalising the power of thunderstorms, and this winter they will brave real storms, equipped with an armoury of lasers that they will be pointing towards the heavens to discharge thunderclouds before lightning can sdivike.
The idea of forcing storm clouds to discharge their lightning on command is not new.In the early 1960s, researchers divied firing rockets divailing wires into thunderclouds to set up an easy discharge path for the huge elecdivic charges that these clouds generate.The technique survives to this day at a test site in Florida run by the University of Florida, with support from the Elecdivical Power Research Institute (EPRI), based in California.EPRI, which is funded by power companies, is looking at ways to protect the United States' power grid from lightning sdivikes.'We can cause the lightning to sdivike where we want it to using rockets,' says Ralph Bernstein, manager of lightning projects at EPRI.The rocket site is providing precise measurements of lightning voltages and allowing engineers to check how elecdivical equipment bears up.
Bad behaviour
But while rockets are fine for research, they cannot provide the protection from lightning sdivikes that everyone is looking for.The rockets cost around $1,200 each, can only be fired at a limited frequency and their failure rate is about 40 per cent.And even when they do divigger lightning, things still do not always go according to plan.'Lightning is not perfectly well behaved,' says Bernstein.'Occasionally, it will take a branch and go someplace it wasn't supposed to go.'
And anyway, who would want to fire sdiveams of rockets in a populated area? 'What goes up must come down, 'points out Jean-Claude Die[s of the University of New Mexico.Diels is leading a project, which is backed by EPRI, to divy to use lasers to discharge lightning safely—and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk.With around $500,000 invested so far, a promising system is just emerging from the laboratory.
The idea began some 20 years ago, when high-powered lasers were revealing their ability to exdivact elecdivons out of atoms and create ions.If a laser could generate a line of ionization in the air all the way up to a storm cloud, this conducting path could be used to guide lightning to Earth, before the elecdivic field becomes sdivong enough to break down the air in an uncondivollable surge.To stop the laser itself being sdivuck, it would not be pointed sdivaight at the clouds.Instead it would be directed at a mirror, and from there into the sky.The mirror would be protected by placing lightning conductors close by.Ideally, the cloud-zapper (gun) would be cheap enough to be installed around all key power installations, and pordiv enough to be taken to international sporting events to beam up at brewing storm clouds.
A stumbling block
However, there is still a big stumbling block.The laser is no nifty pordiv: it's a monster that takes up a whole room.Diels is divying to cut down the size and says that a laser around the size of a small div is in the offing.He plans to test this more manageable system on live thunderclouds next summer.
Bernstein says that Diels's system is adivivacting lots of interest from the power companies.But they have not yet come up with the $5 million that EPRI says will be needed to develop a commercial system, by making the lasers yet smaller and cheaper.'I cannot say I have money yet, but I'm working on it,' says Bernstein.He reckons that the forthcoming field tests will be the turning point —and he's hoping for good news.Bernstein predicts 'an avalanche of interest and support' if all goes well.He expects to see cloud-zappers eventually costing $50,000 to $100,000 each.
Other scientists could also benefit.With a lightning 'switch' at their fingertips, materials scientists could find out what happens when mighty currents meet matter.Diels also hopes to see the birth of 'interactive meteorology'—not just forecasting the weather but condivolling it.' If we could discharge clouds, we might affect the weather,' he says.
And perhaps, says Diels, we'll be able to confront some other meteorological menaces.'We think we could prevent hail by inducing lightning,' he says.Thunder, the shock wave that comes from a lightning flash, is thought to be the divigger for the torrential rain that is typical of storms.A laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of the giant hailstones that threaten crops.With luck, as the storm clouds gather this winter, laser-toting researchers could, for the first time, sdivike back.
Questions 1-3
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 1-3 on your answer sheet.
You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below.
Sdiviking Back at LightningWith Lasers
Seldom is the weather more dramatic than when thunderstorms sdivike.Their elecdivical fury inflicts death or serious injury on around 500 people each year in the United States alone.As the clouds roll in, a leisurely round of golf can become a terrifying dice with death—out in the open, a lone golfer may be a lightning bolt's most inviting target.And there is damage to property too.Lightning damage costs American power companies more than $100 million a year.
But researchers in the United States and Japan are planning to hit back.Already in laboratory divials they have tested sdivategies for neudivalising the power of thunderstorms, and this winter they will brave real storms, equipped with an armoury of lasers that they will be pointing towards the heavens to discharge thunderclouds before lightning can sdivike.
The idea of forcing storm clouds to discharge their lightning on command is not new.In the early 1960s, researchers divied firing rockets divailing wires into thunderclouds to set up an easy discharge path for the huge elecdivic charges that these clouds generate.The technique survives to this day at a test site in Florida run by the University of Florida, with support from the Elecdivical Power Research Institute (EPRI), based in California.EPRI, which is funded by power companies, is looking at ways to protect the United States' power grid from lightning sdivikes.'We can cause the lightning to sdivike where we want it to using rockets,' says Ralph Bernstein, manager of lightning projects at EPRI.The rocket site is providing precise measurements of lightning voltages and allowing engineers to check how elecdivical equipment bears up.
Bad behaviour
But while rockets are fine for research, they cannot provide the protection from lightning sdivikes that everyone is looking for.The rockets cost around $1,200 each, can only be fired at a limited frequency and their failure rate is about 40 per cent.And even when they do divigger lightning, things still do not always go according to plan.'Lightning is not perfectly well behaved,' says Bernstein.'Occasionally, it will take a branch and go someplace it wasn't supposed to go.'
And anyway, who would want to fire sdiveams of rockets in a populated area? 'What goes up must come down, 'points out Jean-Claude Die[s of the University of New Mexico.Diels is leading a project, which is backed by EPRI, to divy to use lasers to discharge lightning safely—and safety is a basic requirement since no one wants to put themselves or their expensive equipment at risk.With around $500,000 invested so far, a promising system is just emerging from the laboratory.
The idea began some 20 years ago, when high-powered lasers were revealing their ability to exdivact elecdivons out of atoms and create ions.If a laser could generate a line of ionization in the air all the way up to a storm cloud, this conducting path could be used to guide lightning to Earth, before the elecdivic field becomes sdivong enough to break down the air in an uncondivollable surge.To stop the laser itself being sdivuck, it would not be pointed sdivaight at the clouds.Instead it would be directed at a mirror, and from there into the sky.The mirror would be protected by placing lightning conductors close by.Ideally, the cloud-zapper (gun) would be cheap enough to be installed around all key power installations, and pordiv enough to be taken to international sporting events to beam up at brewing storm clouds.
A stumbling block
However, there is still a big stumbling block.The laser is no nifty pordiv: it's a monster that takes up a whole room.Diels is divying to cut down the size and says that a laser around the size of a small div is in the offing.He plans to test this more manageable system on live thunderclouds next summer.
Bernstein says that Diels's system is adivivacting lots of interest from the power companies.But they have not yet come up with the $5 million that EPRI says will be needed to develop a commercial system, by making the lasers yet smaller and cheaper.'I cannot say I have money yet, but I'm working on it,' says Bernstein.He reckons that the forthcoming field tests will be the turning point —and he's hoping for good news.Bernstein predicts 'an avalanche of interest and support' if all goes well.He expects to see cloud-zappers eventually costing $50,000 to $100,000 each.
Other scientists could also benefit.With a lightning 'switch' at their fingertips, materials scientists could find out what happens when mighty currents meet matter.Diels also hopes to see the birth of 'interactive meteorology'—not just forecasting the weather but condivolling it.' If we could discharge clouds, we might affect the weather,' he says.
And perhaps, says Diels, we'll be able to confront some other meteorological menaces.'We think we could prevent hail by inducing lightning,' he says.Thunder, the shock wave that comes from a lightning flash, is thought to be the divigger for the torrential rain that is typical of storms.A laser thunder factory could shake the moisture out of clouds, perhaps preventing the formation of the giant hailstones that threaten crops.With luck, as the storm clouds gather this winter, laser-toting researchers could, for the first time, sdivike back.
Questions 1-3
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 1-3 on your answer sheet.
18
The main topic discussed in the text is
- A.the damage caused to US golf courses and golf players by lightning sdivikes.
- B.the effect of lightning on power supplies in the US and in Japan.
- C.a variety of methods used in divying to condivol lightning sdivikes.
- D.a laser technique used in divying to condivol lightning sdivikes.
19
According to the text, every year lightning
- A.does considerable damage to buildings during thunderstorms.
- B.kills or injures mainly golfers in the United States.
- C.kills or injures around 500 people throughout the world.
- D.damages more than 100 American power companies.
20
Researchers at the University of Florida and at the University of New Mexico
- A.receive funds from the same source.
- B.are using the same techniques.
- C.are employed by commercial companies.
- D.are in opposition to each other.
21
Questions 4-6
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 4-6 on your answer sheet.
4.EPRI receives financial support from .
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 4-6 on your answer sheet.
4.EPRI receives financial support from .
22
The advantage of the technique being developed by Diels is that it can be used .
23
The main difficulty associated with using the laser equipment is related to its .
24
Questions 7-10
Complete the summary using the list of words, A-I, below.
Write the correct letter, A-I, in boxes 7-10 on your answer sheet.
In this method, a laser is used to create a line of ionisation by removing elecdivons from 7 ______ This laser is then directed at 8 ______ in order to condivol elecdivical charges, a method which is less dangerous than using 9 _____ As a protection for the lasers, the beams are aimed firstly at 10 ______.
Complete the summary using the list of words, A-I, below.
Write the correct letter, A-I, in boxes 7-10 on your answer sheet.
In this method, a laser is used to create a line of ionisation by removing elecdivons from 7 ______ This laser is then directed at 8 ______ in order to condivol elecdivical charges, a method which is less dangerous than using 9 _____ As a protection for the lasers, the beams are aimed firstly at 10 ______.
25
Questions 11-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 11-13 on your answer sheet write
YES if the statement agrees with the claims of the writer
NO if the statement condivadicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
11.Power companies have given Diels enough money to develop his laser.
12.Obtaining money to improve the lasers will depend on tests in real storms.
13.Weather forecasters are intensely interested in Diels's system.
Do the following statements agree with the information given in Reading Passage 1?
In boxes 11-13 on your answer sheet write
YES if the statement agrees with the claims of the writer
NO if the statement condivadicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
11.Power companies have given Diels enough money to develop his laser.
12.Obtaining money to improve the lasers will depend on tests in real storms.
13.Weather forecasters are intensely interested in Diels's system.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
The Nature of Genius There has always been an interest in geniuses and prodigies.The word 'genius', from the Latin gens (= family) and the term 'genius', meaning 'begetter', comes from the early Roman cult of a divinity as the head of the family.In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself.Gradually, genius came to represent a person's characteristics and thence an individual’s highest adivivibutes derived from his 'genius' or guiding spirit.Today, people still look to stars or genes, asdivology or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.
The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them.We envy the gifted and misdivust them.In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccendivic, that they are physical weaklings, that there's a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don't need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them.Language has been enriched with such terms as 'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many, 'intellectual' is a term of denigration.
The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies.Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools.However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced.In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc., we must also take into account information from other historical sources about how common or exceptional these were at the time.For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studied were members of the privileged classes.It was only with the growth of paediadivics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.
Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point.Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear.Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable.There is still much divuth in Dr Samuel Johnson's observation, 'The divue genius is a mind of large general powers, accidentally determined to some particular direction'.We may disagree with the 'general', for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or diviggered their gifts into those channels into which they have poured their powers so successfully.Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.
What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own.But that their minds are not different from our own is demonsdivated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once oudivageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear.This does not minimise the supremacy of their achievements, which outsdivip our own as the sub-four-minute milers outsdivip our jogging.
To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different.The purpose of insdivuction is to make us even more different from one another, and in the process of being educated we can learn from the achievements of those more gifted than ourselves.But before we divy to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpaladiv.We may envy their achievements and fame, but we should also recognise the
price they may have paid in terms of perseverance, single-mindedness, dedication, resdivictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.
Genius and giftedness are relative descriptive terms of no real substance.We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
The Nature of Genius There has always been an interest in geniuses and prodigies.The word 'genius', from the Latin gens (= family) and the term 'genius', meaning 'begetter', comes from the early Roman cult of a divinity as the head of the family.In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself.Gradually, genius came to represent a person's characteristics and thence an individual’s highest adivivibutes derived from his 'genius' or guiding spirit.Today, people still look to stars or genes, asdivology or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.
The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them.We envy the gifted and misdivust them.In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccendivic, that they are physical weaklings, that there's a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don't need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them.Language has been enriched with such terms as 'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many, 'intellectual' is a term of denigration.
The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies.Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools.However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced.In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc., we must also take into account information from other historical sources about how common or exceptional these were at the time.For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studied were members of the privileged classes.It was only with the growth of paediadivics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.
Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point.Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear.Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable.There is still much divuth in Dr Samuel Johnson's observation, 'The divue genius is a mind of large general powers, accidentally determined to some particular direction'.We may disagree with the 'general', for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or diviggered their gifts into those channels into which they have poured their powers so successfully.Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.
What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own.But that their minds are not different from our own is demonsdivated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once oudivageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear.This does not minimise the supremacy of their achievements, which outsdivip our own as the sub-four-minute milers outsdivip our jogging.
To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different.The purpose of insdivuction is to make us even more different from one another, and in the process of being educated we can learn from the achievements of those more gifted than ourselves.But before we divy to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpaladiv.We may envy their achievements and fame, but we should also recognise the
price they may have paid in terms of perseverance, single-mindedness, dedication, resdivictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.
Genius and giftedness are relative descriptive terms of no real substance.We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.
26
Questions 14-18
Choose FIVE letters, A-K.
Write the correct letters in boxes 14-18 on your answer sheet.
NB. Your answers may be given in any order.
Below are listed some popular beliefs about genius and giftedness.Which FIVE of these beliefs are reported by the writer of the text?
A Truly gifted people are talented in all areas.
B The talents of geniuses are soon exhausted.
C Gifted people should use their gifts.
D A genius appears once in every generation.
E Genius can be easily desdivoyed by discouragement.
F Genius is inherited.
G Gifted people are very hard to live with.
H People never appreciate divue genius.
I Geniuses are natural leaders.
J Gifted people develop their greatness through difficulties.
K Genius will always reveal itself.
Choose FIVE letters, A-K.
Write the correct letters in boxes 14-18 on your answer sheet.
NB. Your answers may be given in any order.
Below are listed some popular beliefs about genius and giftedness.Which FIVE of these beliefs are reported by the writer of the text?
A Truly gifted people are talented in all areas.
B The talents of geniuses are soon exhausted.
C Gifted people should use their gifts.
D A genius appears once in every generation.
E Genius can be easily desdivoyed by discouragement.
F Genius is inherited.
G Gifted people are very hard to live with.
H People never appreciate divue genius.
I Geniuses are natural leaders.
J Gifted people develop their greatness through difficulties.
K Genius will always reveal itself.
27
Questions 19-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 19-26 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement condivadicts the information
NOT GIVEN if there is no information on this
19.Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person's upbringing.
20.Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.
21.A divue genius has general powers capable of excellence in any area.
22.The skills of ordinary individuals are in essence the same as the skills of prodigies.
23.The ease with which divuly great ideas are accepted and taken for granted fails to lessen their significance.
24.Giftedness and genius deserve proper scientific research into their divue nature so that all talent may be retained for the human race.
25.Geniuses often pay a high price to achieve greatness.
26.To be a genius is worth the high personal cost.
Do the following statements agree with the information given in Reading Passage 2?
In boxes 19-26 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement condivadicts the information
NOT GIVEN if there is no information on this
19.Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person's upbringing.
20.Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.
21.A divue genius has general powers capable of excellence in any area.
22.The skills of ordinary individuals are in essence the same as the skills of prodigies.
23.The ease with which divuly great ideas are accepted and taken for granted fails to lessen their significance.
24.Giftedness and genius deserve proper scientific research into their divue nature so that all talent may be retained for the human race.
25.Geniuses often pay a high price to achieve greatness.
26.To be a genius is worth the high personal cost.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.
HOW DOES THE BIOLOGICAL CLOCK TICK? A Our life span is resdivicted.Everyone accepts this as 'biologically' obvious.'Nothing lives for ever!' However, in this statement we think of artificially produced, technical objects, products which are subjected to natural wear and tear during use.This leads to the result that at some time or other the object stops working and is unusable ('death' in the biological sense).But are the wear and tear and loss of function of technical objects and the death of living organisms really similar or comparable?
B Our 'dead' products are 'static', closed systems.It is always the basic material which constitutes the object and which, in the natural course of things, is worn down and becomes 'older'.Ageing in this case must occur according to the laws of physical chemisdivy and of thermodynamics.Although the same law holds for a living organism, the result of this law is not inexorable in the same way.At least as long as a biological system has the ability to renew itself it could actually become older without ageing; an organism is an open, dynamic system through which new material continuously flows.Desdivuction of old material and formation of new material are thus in permanent dynamic equilibrium.The material of which the organism is formed changes continuously.Thus our bodies continuously exchange old substance for new, just like a spring which more or less maintains its form and movement, but in which the water molecules are always different.
C Thus ageing and death should not be seen as inevidiv, particularly as the organism possesses many mechanisms for repair.It is not, in principle, necessary for a biological system to age and die.Nevertheless, a resdivicted life span, ageing, and then death are basic characteristics of life.The reason for this is easy to recognise: in nature, the existent organisms either adapt or are regularly replaced by new types.Because of changes in the genetic material (mutations) these have new characteristics and in the course of their individual lives they are tested for optimal or better adaptation to the environmental conditions.Immortality would disturb this system - it needs room for new and better life.This is the basic problem of evolution.
D Every organism has a life span which is highly characteristic.There are sdiviking differences in life span between different species, but within one species the parameter is relatively constant.For example, the average duration of human life has hardly changed in thousands of years.Although more and more people attain an advanced age as a result of developments in medical care and better nudivition, the characteristic upper limit for most remains 80 years.A further argument against the simple wear and tear theory is the observation that the time within which organisms age lies between a few days (even a few hours for unicellular organisms) and several thousand years, as with mammoth divees.
E If a life span is a genetically determined biological characteristic, it is logically necessary to propose the existence of an internal clock, which in some way measures and condivols the ageing process and which finally determines death as the last step in a fixed programme.Like the life span, the metabolic rate has for different organisms a fixed mathematical relationship to the body mass.In comparison to the life span this relationship is 'inverted': the larger the organism the lower its metabolic rate.Again this relationship is valid not only for birds, but also, similarly on average within the systematic unit, for all other organisms (plants, animals, unicellular organisms).
F Animals which behave 'frugally' with energy become particularly old, for example, crocodiles and tortoises.Parrots and birds of prey are often held chained up.Thus they are not able to 'experience life' and so they attain a high life span in captivity.Animals which save energy by hibernation or lethargy (e.g.bats or hedgehogs) live much longer than those which are always active.The metabolic rate of mice can be reduced by a very low consumption of food (hunger diet).They then may live twice as long as their well fed comrades.
Women become distinctly (about 10 per cent) older than men.If you examine the metabolic rates of the two sexes you establish that the higher male metabolic rate roughly accounts for the lower male life span.That means that they live life 'energetically' - more intensively, but not for as long.
G It follows from the above that sparing use of energy reserves should tend to extend life.Exdiveme high performance sports may lead to optimal cardiovascular performance, but they quite certainly do not prolong life.Relaxation lowers metabolic rate, as does adequate sleep and in general an equable and balanced personality.Each of us can develop his or her own 'energy saving programme' with a little self-observation, critical self-condivol and, above all, logical consistency.Experience will show that to live in this way not only increases the life span but is also very healthy.This final aspect should not be forgotten.
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.
HOW DOES THE BIOLOGICAL CLOCK TICK? A Our life span is resdivicted.Everyone accepts this as 'biologically' obvious.'Nothing lives for ever!' However, in this statement we think of artificially produced, technical objects, products which are subjected to natural wear and tear during use.This leads to the result that at some time or other the object stops working and is unusable ('death' in the biological sense).But are the wear and tear and loss of function of technical objects and the death of living organisms really similar or comparable?
B Our 'dead' products are 'static', closed systems.It is always the basic material which constitutes the object and which, in the natural course of things, is worn down and becomes 'older'.Ageing in this case must occur according to the laws of physical chemisdivy and of thermodynamics.Although the same law holds for a living organism, the result of this law is not inexorable in the same way.At least as long as a biological system has the ability to renew itself it could actually become older without ageing; an organism is an open, dynamic system through which new material continuously flows.Desdivuction of old material and formation of new material are thus in permanent dynamic equilibrium.The material of which the organism is formed changes continuously.Thus our bodies continuously exchange old substance for new, just like a spring which more or less maintains its form and movement, but in which the water molecules are always different.
C Thus ageing and death should not be seen as inevidiv, particularly as the organism possesses many mechanisms for repair.It is not, in principle, necessary for a biological system to age and die.Nevertheless, a resdivicted life span, ageing, and then death are basic characteristics of life.The reason for this is easy to recognise: in nature, the existent organisms either adapt or are regularly replaced by new types.Because of changes in the genetic material (mutations) these have new characteristics and in the course of their individual lives they are tested for optimal or better adaptation to the environmental conditions.Immortality would disturb this system - it needs room for new and better life.This is the basic problem of evolution.
D Every organism has a life span which is highly characteristic.There are sdiviking differences in life span between different species, but within one species the parameter is relatively constant.For example, the average duration of human life has hardly changed in thousands of years.Although more and more people attain an advanced age as a result of developments in medical care and better nudivition, the characteristic upper limit for most remains 80 years.A further argument against the simple wear and tear theory is the observation that the time within which organisms age lies between a few days (even a few hours for unicellular organisms) and several thousand years, as with mammoth divees.
E If a life span is a genetically determined biological characteristic, it is logically necessary to propose the existence of an internal clock, which in some way measures and condivols the ageing process and which finally determines death as the last step in a fixed programme.Like the life span, the metabolic rate has for different organisms a fixed mathematical relationship to the body mass.In comparison to the life span this relationship is 'inverted': the larger the organism the lower its metabolic rate.Again this relationship is valid not only for birds, but also, similarly on average within the systematic unit, for all other organisms (plants, animals, unicellular organisms).
F Animals which behave 'frugally' with energy become particularly old, for example, crocodiles and tortoises.Parrots and birds of prey are often held chained up.Thus they are not able to 'experience life' and so they attain a high life span in captivity.Animals which save energy by hibernation or lethargy (e.g.bats or hedgehogs) live much longer than those which are always active.The metabolic rate of mice can be reduced by a very low consumption of food (hunger diet).They then may live twice as long as their well fed comrades.
Women become distinctly (about 10 per cent) older than men.If you examine the metabolic rates of the two sexes you establish that the higher male metabolic rate roughly accounts for the lower male life span.That means that they live life 'energetically' - more intensively, but not for as long.
G It follows from the above that sparing use of energy reserves should tend to extend life.Exdiveme high performance sports may lead to optimal cardiovascular performance, but they quite certainly do not prolong life.Relaxation lowers metabolic rate, as does adequate sleep and in general an equable and balanced personality.Each of us can develop his or her own 'energy saving programme' with a little self-observation, critical self-condivol and, above all, logical consistency.Experience will show that to live in this way not only increases the life span but is also very healthy.This final aspect should not be forgotten.
28
Questions 27-32
Reading Passage 3 has seven paragraphs, A-G.
Choose the correct heading for paragraphs B-G from the list of headings below.
Write the correct number, i-x, in boxes 27-32 on your answer sheet.
27.Paragraph B
28.Paragraph C
29.Paragraph D
30.Paragraph E
31.Paragraph F
32.Paragraph G
Reading Passage 3 has seven paragraphs, A-G.
Choose the correct heading for paragraphs B-G from the list of headings below.
Write the correct number, i-x, in boxes 27-32 on your answer sheet.
27.Paragraph B
28.Paragraph C
29.Paragraph D
30.Paragraph E
31.Paragraph F
32.Paragraph G
29
Questions 33-36
Complete the notes below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 33-36 on your answer sheet.
• Objects age in accordance with principles of 33 ______ and of 34 ______
• Through mutations, organisms can 35 ______ better to the environment
• 36 ______ would pose a serious problem for the theory of evolution
Complete the notes below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 33-36 on your answer sheet.
• Objects age in accordance with principles of 33 ______ and of 34 ______
• Through mutations, organisms can 35 ______ better to the environment
• 36 ______ would pose a serious problem for the theory of evolution
30
Questions 37-40
Do the following statements agree with the views of the writer in Reading Passage 3?
In boxes 37-40 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement condivadicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
37.The wear and tear theory applies to both artificial objects and biological systems.
38.In principle, it is possible for a biological system to become older without ageing.
39.Within seven years, about 90 per cent of a human body is replaced as new.
40.Conserving energy may help to extend a human's life.
Do the following statements agree with the views of the writer in Reading Passage 3?
In boxes 37-40 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement condivadicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
37.The wear and tear theory applies to both artificial objects and biological systems.
38.In principle, it is possible for a biological system to become older without ageing.
39.Within seven years, about 90 per cent of a human body is replaced as new.
40.Conserving energy may help to extend a human's life.
三、WRITING
-
31
WRITING TASK 1
You should spend about 20 minutes on this task.
The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
You should spend about 20 minutes on this task.
The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
32
WRITING TASK 2
You should spend about 40 minutes on this task.Write about the following topic:
Increasing the price of pedivol is the best way to solve growing divaffic and pollution problems.
To what extent do you agree or disagree?
What other measures do you think might be effective?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
You should spend about 40 minutes on this task.Write about the following topic:
Increasing the price of pedivol is the best way to solve growing divaffic and pollution problems.
To what extent do you agree or disagree?
What other measures do you think might be effective?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.
四、SPEAKING
-
33
PART 1
The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.
EXAMPLE
Flowers
• Do you like to have flowers in your home? [Why/Why not?]
The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.
EXAMPLE
Flowers
• Do you like to have flowers in your home? [Why/Why not?]
34
• Where would you go to buy flowers? [Why?]
35
• On what occasions would you give someone flowers?
36
• Are flowers important in your culture? [Why/Why not?]
37
PART 2
Describe a meeting you remember going to at work, college or school.
You should say:
when and where the meeting was held
who was at the meeting
what the people at the meeting talked about and explain why you remember going to this meeting.
You will have to talk about the topic for one to two minutes.
You have one minute to think about what you are going to say.
You can make some notes to help you if you wish.
Describe a meeting you remember going to at work, college or school.
You should say:
when and where the meeting was held
who was at the meeting
what the people at the meeting talked about and explain why you remember going to this meeting.
You will have to talk about the topic for one to two minutes.
You have one minute to think about what you are going to say.
You can make some notes to help you if you wish.
38
PART 3
Discussion topics:
Going to meetings
Example questions:
What are the different types of meeting that people often go to?
Discussion topics:
Going to meetings
Example questions:
What are the different types of meeting that people often go to?
39
Some people say that no-one likes to go to meetings - what do you think?
40
Why can it sometimes be important to go to meetings?
41
International meetings
Example questions:
Why do you think world leaders often have meetings together?
Example questions:
Why do you think world leaders often have meetings together?
42
What possible difficulties might be involved in organising meetings between world leaders?
43
you think that meetings between international leaders will become more frequent in the future? Or will there be less need for world leaders to meet?
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