2017年雅思阅读考前辅导

　　人生，要的就是惊涛骇浪，这波涛中的每一朵浪花都是伟大的，最后汇成闪着金光的海洋。以下是小编为大家搜整理的2017年雅思阅读考前辅导，希望能给大家带来帮助!更多精彩内容请及时关注我们应届毕业生考试网!

2017年雅思阅读考前辅导

　　part 1

　　When should you teach children, and whenshould you let them explore?

　　IT IS one of the oldest debates in education. Shouldteachers tell pupils the way things are or encouragethem to find out for themselves? Telling children"truths" about the world helps them learn thosefacts more quickly. Yet the efficient learning ofspecific facts may lead to the assumption thatwhen the adult has finished teaching, there isnothing further to learn—because if there were, theadult would have said so. A study just published in Cognition by Elizabeth Bonawitz of theUniversity of California, Berkeley, and Patrick Shafto of the University of Louisville, in Kentucky,suggests that is true.

　　Dr Bonawitz and Dr Shafto arranged for 85 four- and five-year-olds to be presented, during avisit to a museum, with a novel toy that looked like a tangle of coloured pipes and was capableof doing many different things. They wanted to know whether the way the children played withthe toy depended on how they were instructed by the adult who gave it to them.

　　One group of children had a strictly pedagogical introduction. The experimenter said "Look atmy toy! This is my toy. I'm going to show you how my toy works." She then pulled a yellowtube out of a purple tube, creating a squeaking sound. Following this, she said, "Wow, seethat? This is how my toy works!" and then demonstrated the effect again.

　　With a second group of children, the experimenter acted differently. She interrupted herselfafter demonstrating the squeak by saying she had to go and write something down, thussuggesting that she might not have finished the demonstration. With a third group, sheactivated the squeak as if by accident. To a fourth, the toy was simply presented with thecomment, "Wow, see this toy? Look at this!"

　　After these varied introductions, the children were left with the toy and allowed to play. Theymight discover that, as well as the squeaker, the toy had a button inside one tube whichactivated a light, a keypad that played musical notes, and an inverting mirror inside one of thetubes. All the children were told to let the experimenter know when they had finished playingand were asked by the instructor if they were done if they stopped playing for more than fiveconsecutive seconds. The entire interaction was recorded on video.

　　Footage of each child playing was passed to a research assistant who was ignorant of thepurpose of the study. The assistant was asked to record the total playing time, the number ofdifferent actions the child performed, the time spent playing with the squeak, and the numberof other functions the child discovered.

　　The upshot was that children in the first group spent less time playing (119 seconds) thanthose in the second (180 seconds), the third (133 seconds) or the fourth (206 seconds).Those in the first group also tried out four different actions, on average. The others tried 5.3, 5.9 and 6.2, respectively. A similar pattern (0.7, 1.3, 1.2 and 1.2) pertained to the number offunctions other than the squeak that the children found.

　　The researchers' conclusion was that, in the context of strange toys of unknown function,prior explanation does, indeed, inhibit exploration and discovery. Generalising from thatwould be ambitious. But it suggests that further research might be quite a good idea.

　　part 2

　　In the earliest stages of man’s development he hadno more need of money than animals have. He wascontent with very simple forms of shelter, made hisown rough tools and weapons and could providefood and clothing for himself and his family fromnatural materials around him. As he became morecivilized, however, he began to want better shelter,more efficient tools and weapons, and morecomfortable and more lasting clothing than could beprovided by his own neighborhood or by the work ofhis own unskilled hands. For these things he had toturn to the skilled people such as smiths, leather workers or carpenters. It was then that thequestion of payment arose.

　　At first he got what he wanted by a simple process of exchange. The smith who had notthe time to look after land or cattle was glad to take meat or grain from the farmer inexchange for an axe or a plough. But as more and more goods which had no fixed exchangevalue came on the market, exchange became too complicated to be satisfactory. Anotherproblem arose when those who made things wanted to get stocks of wood or leather, or iron,but had nothing to offer in exchange until their finished goods were ready.

　　Thus the difficulties of exchange led by degrees to the invention of money. In somecountries easily handled things like seeds or shells were given a certain value and the farmer,instead of paying the smith for a new axe by giving him some meat or grain, gave him so manyshells. If the smith had any shells left when he had bought his food, he could get stocks of theraw materials of his trade. In some countries quite large things such as cows or camels or evenbig flat stones were used for trade. Later, pieces of metal, bearing values according to therarity of the metal and the size of the pieces, or coins were used. Money as we know it hadarrived.

　　练习1 Exchange of goods became difficult because _________.

　　A: man became more civilized

　　B: smiths began to look after land or cattle in their spare time

　　C: more and more goods which had no fixed exchange values came to the marker

　　D farmers hadn’t enough grain or meat to provide for skilled workers

　　2 Money was not used until _______.

　　A: paper was invented

　　B: people practiced a simple process of exchange

　　C: nothing could be offered in exchange

　　D: the exchange of one thing for another became too complicated

　　3 The best title for this passage is _____.

　　A: What is money