2017年2月16日雅思考试阅读机经真题答案回忆【新航道版】

上海新航道雅思培训班 小编为大家整理了2017年2月16日雅思考试阅读机经真题答案回忆，每次考试后新航道雅思 小编会在1-2天内更新托福机经回忆

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Passage 1

Topic

The importance of parks

Content Review

The importance of park

How parks help rebuild a sense of community

A: Parks may influence people's behavior, professor's Cranze said that: when people go to park, their behavior can be changed, they act like the middle classes.

B: The parks at very early age, green scenery could be only seen, but nowadays park tend to have noisy entertainment, such as merry - go -around.

C: Now there are still some parks enjoy huge popularity even if years have been passed,such as the Central Park in New York City and the Golden Gate Park in San Francisco.These parks have a variety of entertainment for people to do.

D: Different entertainment facilities could have different functions, while the point of views to these facilities can be various.

E: The design may impact the popularity of the park, for example, it should not be in a place where people find it dangerous to Cross, or it's better to be found easily.

F: Free talks with strangers can be seen in park, people always feel very ease when they talk to others in park, and they are more likely to have better behavior.

Questions & Answers

Questions 1-6 choose the correct list of heading

i The visibility and accessibility of parks.

ii Different functions of parks at different times.

iii Reasons why the popularity of parks declined.

iv The importance of park design.

V The number of parks has been increased in the past years.

vi Parks can influence people's behavior.

vi People have different opinions in the roles of parks.

Viii The failitis in the park are increasing.

1. ParagraphA- i

2. Paragraph B-V

3. Paragraph C- ili

4. Paragraph D- iv

5. Paragraph E - vii

6. ParagraphF- ii

Questions 7-10 choose the correct person

A. William

B. David

C. James

D. Doctor Wilson

E. Mathew

F. Douburg

7. B Parks can help us rebuild a sense of community.

8. C People prefer to other places for recreation instead of parks.

9. D The alilties should be thoughtful in parks.

10. A The role of parks has changed much.

Questions 11-13

Choose the correct ltterA, B, C

11. According to William he believed that

A. Parks have some negative influence on people's life.

B. The functions of parks have changed much with time passing by.

C. Some parks become less popular because of the design.

12 Doctor Willim 's book refers that

A. We can tell people's behavior from parks.

B. Facilities in parks have been changed much.

C. People are more willing to communicate with other in parks

13. The author of the passage gives two examples of successful park to express

A. Parks should be built in big cities

B. The importance of parks design and layout.

C. Parks can be welcomed by us if they are large enough..

Passage 2

Topic

定量分析

Content Review

Quantitative Research in Education

The first area of criticism concerns the extent to which the results of "scientific" educational research are valid. It has often been argued that, although the numerical evidence

produced by such research has the appearance of being "hard data" of the kind used in the natural science, there are, in fact, fundamental doubts about its validity. About whether

it represents accurately what it claims to represent. We can get a sense of these criticisms by looking briefly at the work of Piaget, mentioned earlier. Interestingly, this was not

strongly quantitative in character, and it has been criticized by some for being insufficiently rigorous from an experimental point of view, reflecting at least in part, a difference

between Piaget and commentators on his work about the requirements of scientific research. This highlights the point we made earlier: that although it is convenient to refer

to the "scientific method", there is, in fact, a varlety of interpretations of what is involved in a scientific approach to research and of how it should be applled to the study of human

beings and their behavior.

A Piaget carded out a number of experiments on the basis of which he developed the idea that children go through different stages of development, and that only when they have reached the necessary stage of development can they carry out the most advanced forms of cognitive operation. A famous experiment of his required children to compare the amount of liquid held by different shaped containers. The containers has the same capacity , and even when young children were shown that the same amount of liquid could be poured between the two containers, many claimed that one was larger than the other.

Piaget's interpretation of this was that the children were unable to perform the logical task involved in recognizing that the two containers, while different in shape， were the experimenter was asking. These criticisms point to the fact, obvious enough, but important in its implications, that experiments are social situations in which interpersonal interactions

take place. The implication is that Piaget's work and attempts to replicate it are not only measuring the children's capacities for logical thinking, but also the extent to which they

have understood what was required, their willingness to comply with these requirements, the experimenters' success in communicating what was required, in motivating the children, etc.

B Similar criticisms have been applied to psychological and educational testes. For example, Mehan points out how test questions may be interpreted in ways different from

those intended by the researcher. In all language development test, children are presented with a plcture of a medleval fortress, complete wlth moat, drawbridge, and parapets, and three initial consonants: D, C and G. The child is supposed to circle the correct initial consonant. C for“castle" is correct, but many children choose D. After the test, when I asked those children what the name of the building was, they responded "Disneyland". These children used the same line of reasoning intended by the tester, but they arrived at the wrong substantive answer. The score sheet showing a wrong answer does not document a child's lack of reasoning ability, it only documents that the child indicated an answer different from the one the tester expected.

C Here we have questions being raised about the validity of the sort of measurements on which the findlings of quantitative research are typically based. Some, including for example Donaldson, regard these as technical problems that can be overcome by more rigorous experiments. Others, however, including Mehan, believe them to be not simply problems with particular experiments or tests, but serious threats to validity that potentially affect all research of this kind.

D At the same time question have also been released about the assumption built into the "logic' of quantitative educational research that causes cart be identified by physical and

/or statistical manipulation of variables. Criticisms suggest that this fails to take account of the very nature of human social life, assuming it to consist of fixed, mechanical causal

relationships，whereas in fact it involves complex processes of interpretation and negotiation that do not have determinate outcomes. Form this point of view, It is not clear

that we can understand why people do what they do in terms of the simple sorts of causal relationships on which quantitatlive research focuses. Soclal life, it Is suggested, is much

more contextually variable and complex.

E Such criticisms of quantitative educational research have been the stimulus for an increasing number of educational researchers, over the past thirty or forty years, to adopt

more qualitative approaches. These researchers have generally rejected attempts to | measure and control variables experimentally or statistically. Qualitative research can take

many forms, loosely indicated but such terms as 'ethnography', 'case study', 'participant observation', 'life history', 'unstructured interviewing', 'discourse analysis', etc. in general,

though, it has the following characteristics:

F A strong emphasis on exploring the nature of particular educational phenomena, rather than setting out to test hypotheses about them. A tendency to work with 'unstructured data': that is, data that have not been coded at the point of collection in terms of a closed set of analytical categories. When engaging in observation, qualitative researchers therefore audio-or video-record what happens or write detailed open-ended field-notes, rather than coding behavioral in terms of a predefined set of categories, as would a quantitative researcher employing 'systematic observation'. Similarly, when interviewing, open-ended questions will be asked rather than questions requiring predefined answers of the kind typical, for example, of postal questionnaires. In fact, qualitative interviews are often designed to be close in character to causal conversation.

G Typially, a small number of cases will be investigated in detall, rather than any attempt being made to cover a large number, as would be the case in most quantitative research, such as systematic observational studles or social surveys. The analysis of the data involves explicit interpretations of the meanings and functions of human actions, and mainly takes form of verbal descriptions and explanations. Quantification and statistical analysis play a subordinate role at most. The two areas of educational research where criticism of quantitative research and the development of qualitative approaches initially emerged most strongly were the sociology of education and evaluation studies. The trend towards qualitative research in the sociology of education began in UK in the 1960s with studies of a boys' grammar school, a boys' secondary modern school, and a girls'grammar school by Lacey, Hargreaves and Lambert. They employed an ethnographic or participant observation approach, though they also collected some quantitative data on for example, friendship patterns among the pupils. These researchers observed lessons, interviewed teachers and pupils, and drew on school records. They studied the schools for relatively long periods, spending many months collecting data and tracing changes over time.

Questions & Answers

Questions 14-18

Use the information in the passage to match the people (isted A-D) with experiment or

explanation below. Write the appropriate letters A-C in boxes 14-18 on your answer sheet.

A. Piaget

B. Mehan

C. Donaldson

D. Lacey, Hargreaves and Lambert

14. A wrong answer indicate more of a child's different perspective than incompetence in reasoning. B (B 段)

15. Logical reasoning involving Iin the experiment is beyond children's cognitive development. A (A 段)

16. Children's reluctance to comply with the game rules or miscommunication may be another explanation. C

17. The indication of their scientific sense in their research. D

18. The indication of a flaw in the students' research. B (B 段)

Questions 19-22

19. In Piaget experiment, he asked children to distinguish liquid in different containers.(A段)

20. The people criticized the result of Piaget experiment as it is insufficiently rigorous.(A段)

21. Students with the wrong answer tend to answer the Disneyland instead of their wrong one in Metan's experiment. (B 段)

22. The research about qualtative research was done in a grammar school. (G 段)

Questions 23-25

Choose three characteristic the author mentioned in the passage about“qulitative research"

A. Code behavior in terms of predefined set of categories.

B. Design the interview to be in an atmosphere like easy conversations.

C. Work with well-organized data in a closed set of analytical categories.

D. Questionnaires full with details instead of loads of data,

E. Questionnaires full of requiting open-ended answers.

F. Record researching situation and apply note taking.

(F段)

Question 26

26. What is the main idea of this passage?

A. To educate children that quantitative research are most applicable.

B. to lustrate the society lack of deep comprehension of educational approach.

C. to explain that quantitative research ideas, characteristic from related criticism.

D. to imply that qualitative research is a flawless method compared with quantitative one.

Passage 3

Topic

味觉

Content Review

Relish the flavor

---ow brain perceives flavor

A: Molecular biologists research the flavor to examine the biological mechanism in work.

The taste and flavor use interchangeably.

The brain receives news about what is in mouth from the receptor.

B: Some professors agree that brain's response to stimuli, but others still doubt about the

patterning of signals which create flavor.

C: We can't measure brains' input and output to report the flavor sensation.

D: Researchers relate the result of mechanical test on our experience of flavor.

E: Studies reveal patterns of electronical activities swishing around the brain in real time.

F: Taste preferences are largely infuenced by a matter of culture and leaning.

Questions & Answers

Questions 27-31 matching

NB: you may use the letter more than once

27. the process of the new food flavor is agreed on C

28. the reason for some natural preferences F

29. the reason why flavor has not been researched in depth in the past. A

30. the explanation of lack of consistency in sensory analyzing data E

31. the wider benefits to the knowledge of researching flavors. F

Questions 32-36 T/F/NG

32. Both taste and flavor can be experienced only Iin mouth. F

33. Some elements in flavor involve neither taste nor smell. T

34. Ice-cream manufactures are at the forefront of the research on flavor NG

35. It is possible to accurately match the brain activity to the experience of flavor.

36. Research is being done to the controlling of the experience of taste. NG

Questions 37 -40 match the person with their opinions

A Givaudan

B University of Bath

C University of Nottingham

D Firmenich

E Chemical senses Institute

F Linguage

37. matching brain activity and food input D

38. use genetic modification to track flavor signals E

39. matching textural qualities of food and sensation B

40. identify elements in certain smells F