2024年4月27日的雅思考试已经结束，本文将为大家带来这次考试阅读部分的试题回忆与答案，以帮助广大考生更好地备考未来的雅思考试。

　　一、 考试概述：

　　本场考试三篇，两旧一新，难度高。第一篇讲述新西兰考古发现，难度不低;第二篇时尚行业，难度也比较高;第三篇天才儿童在2015/11/14曾经考过，这次是第二次在大陆地区出现。

　　二、具体题目分析：

　　Passage One：

　　n 文章题材：说明文(人类学历史学)

　　n 文章题目：新西兰考古发现

　　n 文章难度：★★★

　　n 题型及数量：判断+填空

　　n 题目及答案：

　　Ahead of its Time

　　A chance discovery in New Zealand has challenged the country’s recorded history

　　One October afternoon, a young New Zealander, Sam Tobin, called his dogs and went for a walk down to the nearby Ruamahanga River. Having been very high for days, the river had at last fallen, and Tobin was eager to see what changes the floods had brought. The family farm borders the river and a four-metre-high flood bank testifies to its natural tendency to flood.

　　Tobin stepped out onto a broad shoulder of river sand, where he noticed what he initially took to be a whitish rock, lit by the sun. Then, getting closer, he realised it was a bone. Such a thing was not uncommon in these parts-he had often come across bone fragments, or even whole skeletons, of cows and sheep. But as he scraped aside the stones he realised it was a human bone, something quite new in his experience. As he picked it up, he saw it was a skull, discoloured with age.

　　Tobin replaced the skull and hurried home to tell his mother what the river had delivered to their doorstep. It would prove to be a spectacular find, setting in motion an investigation by some of the country’s most respected specialists, and ultimately challenging our most firmly held assertions about the human settlement of New Zealand.

　　The police were immediately called, but despite a thorough search could find nothing that might shed light on the identity of the Ruamahanga skull, or the circumstances of its sudden appearance. The skull was then taken north to be examined by forensic pathologist Dr Ferris, at Auckland Hospital. Despite being hampered by its damaged and incomplete condition- the jawbone and lower left portion of the cranium were missing- Dr Ferris determined that the skull was that of a female. He then consulted with a colleague, Dr Koelmeyer, who believed that the deterioration of the bone placed the time of death before living memory’ and, most significantly as it would turn out, the skull appeared to be European in origin.

　　Wellington-based forensic anthropologist Dr Watt also examined the skull, and suggested it belonged to a 40-45 year-old. He believed that it could be the remains of an old farm burial, but was not certain, and proposed the use of radiocarbon dating to make sure it wasn’t a recent death. As a result, the Institute of Geological and Nuclear Sciences (GNS) in Lower Hutt was contacted, and provided with a sample of bone that had originated in the top of the skull. In a little over three weeks the seemingly astonishing results from the GNS laboratory came back. Cutting through the bewildering complexity of the scientific analysis was a single line reading: conventional radiocarbon age approximately 296 years. This was staggering, for the skull was about 200 years older than Dr Koelmeyer had believed.

　　Of course, a skull of this age wasn’t particularly unusual in New Zealand. The Maori people have been living in the country for at least 800 years and scientists frequently come across human remains of considerable age. The fascinating question, however, was how a skull of this race, let alone this gender, had reached these remote islands in the South Pacific at such a time, long before the arrival of the explorer Captain Cook in 1769, and perhaps even before the very first European landfall- the fleeting visit of the Dutch explorer Tasman in 1642- neither of whom had women among their crews.

　　The first known European women in the Pacific came with a doomed colonising venture which sailed from Peru in 1595 under the command of Spanish captain Mendana. However, it is unlikely the Ruamahanga skull originated from this expedition because no evidence of Mendana’s ships has ever been found in New Zealand, while a team of archaeologists working in the Solomon Islands in 1970 did discover the remains of European vessels dating from the 16th century.

　　Two centuries were to pass before the first recorded European females arrived in New Zealand, both having escaped from prison in Australia. Kathleen Hagerty and Charlotte Edgar are known to have reached the country in 1806. How do we account for the Ruamahanga skull, which appears to be about 100 years older than that? It is impossible to say with certainly, but the most likely explanation is that a Spanish or Portuguese trading-hip was washed onto these wild shores as a result of a shipwreck and a woman got ashore. Implausible, perhaps, but the Ruamahanga skull, today resting in the Wellington Museum, could be the kind of concrete evidence that demands such a re-evaluation of history.

　　Questions 1-4

　　Do the following statements agree with the information given in Reading Passage?

　　In boxes 1-4 on your answer sheet, write –

　　TRUE if the statement agrees with the information

　　FALSE if the statement contradicts the information

　　NOT GIVEN if there is no information on this

　　1 The Ruamahanga River often floods.

　　2 When Tobin first found the object in the river, he mistook it for something else.

　　3 Tobin could not decide what part of the body the bone came from.

　　4 Tobin’s mother was surprised that the skull caused debate among specialists.

　　Questions 5 – 9

　　Complete the flowchart below.

　　Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from Passage for each answer.

　　Write your answer in boxes 5-9 on your answer sheet.

　　The events after the river flooded

　　Stage 1: Tobin found a human skull

　　Stage 2: The 5 __________ were initially involved in trying to explain the presence of the skull.

　　Stage 3: Dr Ferris believed the skull belonged to a female

　　Stage 4: Dr Koelmeyer suggested it was a 6 __________ skull

　　Stage 5: Dr Watt recommended 7 __________ to establish the skull’s age.

　　Stage 6: A bone 8__________ was sent to the GNS

　　Stage 7: The age of the skull was about 9 __________ years

　　Questions 10 – 13

　　Complete the notes below.

　　Choose ONE WORD ONLY from the passage for each answer.

　　Write your answers in boxes 10-13 on your answer sheet.

　　The problem of the skull’s origins

　　– Old bones common in NZ- Maori living there for 800 years

　　– Ruahahanga skull surprising because of its:

　　+ age

　　+ 10___________

　　+ gender

　　Mendana expedition

　　– Possible source of skull

　　– But probably did not visit NZ

　　– Evidence of this expedition found elsewhere by 11___________

　　New Zealand

　　– First European explorer arrived in 1642

　　– Hagerty and Edgar arrived in 1806 from 12___________ where they had been imprisoned

　　Possible solution

　　– Ruamahange skull may have reached NZ in 17th century after a 13___________

　　参考答案

　　1. TRUE

　　2. TRUE

　　3. FALSE

　　4. NOT GIVEN

　　5. police

　　6. European

　　7. radiocarbon

　　8. sample

　　9. 296

　　10. race

　　11. archaeologists

　　12. Australia

　　13. shipwreck

　　可参考真题：剑桥17——TEST2 Passage1 The Dead Sea Scrolls

　　Passage Two：

　　n 文章题材：说明文(艺术与文化)

　　n 文章题目：时尚产业

　　n 文章难度：★★★★

　　n 题型及数量：填空+判断

　　n 题目及答案：

　　Trends in the Indian fashion and textile industries

　　During the 1950s, the Indian fashion scene was exciting, stylish and very graceful. There were no celebrity designers or models, nor were there any labels that were widely recognised. The value of a garment was judged by its style and fabric rather than by who made it. It was regarded as perfectly acceptable, even for high-society women, to approach an unknown tailor who could make a garment for a few rupees, providing the perfect fit, finish and style. They were proud of getting a bargain, and of giving their own name to the end result.

　　The 1960s was an era full of mischievousness and celebration in the arts, music and cinema. The period was characterised by freedom from restrictions and, in the fashion world, an acceptance of innovative types of material such as plastic and coated polyester. Tight-fitting kurtas[1] and churidars[2] and high coiffures were a trend among women.

　　The following decade witnessed an increase in the export of traditional materials, and the arrival in India of international fashion. Synthetics became trendy, and the disco culture affected the fashion scene.

　　It was in the early 80s when the first fashion store ‘Ravissant’ opened in Mumbai. At that time garments were retailed for a four-figure price tag. American designers like Calvin Klein became popular. In India too, contours became more masculine, and even the salwar kameez[3] was designed with shoulder pads.

　　With the evolution of designer stores came the culture of designer fashion, along with its hefty price tags. Whatever a garment was like, consumers were convinced that a higher price tag signified elegant designer fashion, so garments were sold at unbelievable prices. Meanwhile, designers decided to get themselves noticed by making showy outfits and associating with the right celebrities. Soon, fashion shows became competitive, each designer attempting to out-do the other in theme, guest list and media coverage.

　　In the last decade of the millennium, the market shrank and ethnic wear made a comeback. During the recession, there was a push to sell at any cost. With fierce competition the inevitable occurred: the once hefty price tags began their downward journey, and the fashion-show industry followed suit. However, the liveliness of the Indian fashion scene had not ended - it had merely reached a stable level.

　　At the beginning of the 21st century, with new designers and models, and more sensible designs, the fashion industry accelerated once again. As far as the global fashion industry is concerned, Indian ethnic designs and materials are currently in demand from fashion houses and garment manufacturers. India is the third largest producer of cotton, the second largest producer of silk, and the fifth largest producer of man-made fibres in the world.

　　The Indian garment and fabric industries have many fundamental advantages, in terms of a cheaper, skilled work force, cost-effective production, raw materials, flexibility, and a wide range of designs with sequins, beadwork, and embroidery. In addition, that India provides garments to international fashion houses at competitive prices, with a shorter lead time, and an effective monopoly on certain designs, is accepted the whole world over. India has always been regarded as the default source in the embroidered garments segment, but changes in the rate of exchange between the rupee and the dollar has further depressed prices, thereby attracting more buyers. So the international fashion houses walk away with customised goods, and craftwork is sold at very low rates.

　　As far as the fabric market is concerned, the range available in India can attract as well as confuse the buyer. Much of the production takes place in the small town of Chapa in the eastern state of Bihar, a name one might never have heard of. Here fabric-making is a family industry; the range and quality of raw silks churned out here belie the crude production methods and equipment. Surat in Gujarat, is the supplier of an amazing set of jacquards, moss crepes and georgette sheers - all fabrics in high demand. Another Indian fabric design that has been adopted by the fashion industry is the ‘Madras check’, originally utilised for the universal lungi, a simple lower-body wrap worn in southern India. This design has now found its way on to bandannas, blouses, home furnishings and almost anything one can think of.

　　Ethnic Indian designs with batik and hand-embroidered motifs have also become popular across the world. Decorative bead work is another product in demand in the international market. Beads are used to prepare accessory items like belts and bags, and beadwork is now available for haute couture evening wear too.

　　[1] knee-length tunics

　　[2] trousers

　　[3] trouser suit

　　Questions 1-7

　　Complete the notes below.

　　Choose ONE WORD ONLY from the passage for each answer.

　　Indian fashion: 1950-2000

　　1950s

　　l No well-known designers, models or 1__________

　　l Elegant clothing cost little

　　l Women were pleased to get clothes for a 2__________ price

　　1960s

　　l New materials, e.g. 3___________ and polyester

　　l Fitted clothing and tall hairstyles

　　1970s

　　l Overseas sales of 4__________ fabrics rose

　　l Influence of international fashion

　　1980s

　　l Opening of fashion store in Mumbai

　　l Popularity of American designers

　　l Clothing had a 5__________ shape

　　l Designers tried to attract attention by presenting 6__________ clothes and mixing with stars

　　1990s

　　l Fall in demand for expensive fashion wear

　　l Return to 7__________ clothing

　　Questions 8-13

　　Do the following statements agree with the information given in Reading Passage 1

　　In boxes 8-13 on your answer sheet, write

　　TRUE if the statement agrees with the information

　　FALSE if the statement contradicts the information

　　NOT GIVEN if there is no information on this

　　8 At the start of the 21st century, key elements in the Indian fashion industry changed.

　　9 India now exports more than half of the cotton it produces.

　　10 Conditions in India are generally well suited to the manufacture of clothing.

　　11 Indian clothing exports have suffered from changes in the value of its currency.

　　12 Modern machinery accounts for the high quality of Chapa’s silk.

　　13 Some types of Indian craftwork which are internationally popular had humble origins.

　　参考答案

　　1. labels

　　2. bargain

　　3. plastic

　　4. traditional

　　5. masculine

　　6. showy

　　7. ethnic

　　8. TRUE

　　9. NOT GIVEN

　　10. TRUE

　　11. FALSE

　　12. FALSE

　　13. TRUE

　　*本文话题与实考一致，但是文章和题目与考试有出入，仅供各位考生复习使用~

　　可参考真题：剑桥13—TEST2 Passage3 Making the Most of Trends

　　n Passage Three：

　　n 文章题材：议论文(科技类)

　　n 文章题目：天才儿童

　　n 文章难度：★★★★

　　n 题型及数量：判断+单选+特征匹配

　　n 题目及答案：

　　Bright Children

　　A. By the time Laszlo Polgar’s first baby was born in 1969 he already had firm views on child-rearing. An eccentric citizen of communist Hungary, he had written a book called “Bring up Genius!” and one of his favourite sayings was “Geniuses are made, not born”. An expert on the theory of chess, he proceeded to teach little Zsuzsa at home, spending up to ten hours a day on the game. Two more daughters were similarly hot-housed. All three obliged their father by becoming world-class players. The youngest, Judit, is currently ranked 13th in the world, and is by far the best female chess player of all time. Would the experiment have succeeded with a different trio of children? If any child can be turned into a star, then a lot of time and money are being wasted worldwide on trying to pick winners.

　　B. America has long held “talent searches”, using test results and teacher recommendations to select children for advanced school courses, summer schools and other extra tuition. This provision is set to grow. In his state-of-the-union address in 2006, President George Bush announced the “American Competitiveness Initiative”, which, among much else, would train 70,000 high-school teachers to lead advanced courses for selected pupils in mathematics and science. Just as the superpowers’ space race made Congress put money into science education, the thought of China and India turning out hundreds of thousands of engineers and scientists is scaring America into prodding its brightest to do their best.

　　C. The philosophy behind this talent search is that ability is innate; that it can be diagnosed with considerable accuracy; and that it is worth cultivating. In America, bright children are ranked as “moderately”, “highly”, “exceptionally” and “profoundly” gifted. The only chance to influence innate ability is thought to be in the womb or the first couple of years of life. Hence the fad for “teaching aids” such as videos and flashcards for newborns, and “whale sounds” on tape which a pregnant mother can strap to her belly.

　　D. In Britain, there is a broadly similar belief in the existence of innate talent, but also an egalitarian sentiment which makes people queasy about the idea of investing resources in grooming intelligence. Teachers are often opposed to separate provision for the best-performing children, saying any extra help should go to stragglers. In 2002, in a bid to help the able while leaving intact the ban on most selection by ability in state schools, the government set up the National Academy for Gifted and Talented Youth. This outfit runs summer schools and master classes for children nominated by their schools. To date, though, only seven in ten secondary schools have nominated even a single child. Last year all schools were told they must supply the names of their top 10%.

　　E. Picking winners is also the order of the day in ex-communist states, a hangover from the times when talented individuals were plucked from their homes and ruthlessly trained for the glory of the nation. But in many other countries, opposition to the idea of singling out talent and grooming it runs deep. In Scandinavia, a belief in virtues like modesty and social solidarity makes people flinch from the idea of treating brainy children differently.

　　F. And in Japan, there is a widespread belief that all children are born with the same innate abilities – and should, therefore, be treated alike. All are taught together, covering the same syllabus at the same rate until they finish compulsory schooling. Those who learn quickest are expected then to teach their classmates. In China, extra teaching is provided, but to a self-selected bunch. “Children’s palaces” in big cities offer a huge range of after-school classes. Anyone can sign up; all that is asked is excellent attendance.

　　G. Statistics give little clue as to which system is best. The performance of the most able is heavily affected by factors other than state provision. Most state education in Britain is nominally non-selective, but middle-class parents try to live near the best schools. Ambitious Japanese parents have made private, out-of-school tuition a thriving business. And Scandinavia’s egalitarianism might work less well in places with more diverse populations and less competent teachers. For what it’s worth, the data suggest that some countries – like Japan and Finland, see table – can eschew selection and still thrive. But that does not mean that any country can ditch selection and do as well.

　　H. Mr Polgar thought any child could be a prodigy given the right teaching, an early start and enough practice. At one point he planned to prove it by adopting three baby boys from a poor country and trying his methods on them. (His wife vetoed the scheme.) Some say the key to success is simply hard graft. Judit, the youngest of the Polgar sisters, was the most driven, and the most successful; Zsofia, the middle one, was regarded as the most talented, but she was the only one who did not achieve the status of grandmaster. “Everything came easiest to her,” said her older sister. “But she was lazy.”

　　Questions 1-6

　　Do the following statements agree with the information given in Reading Passage?

　　In boxes 1-6 on your answer sheet, write

　　YES if the statement agrees with the view of the writer.

　　NO if the statement contradicts the view of the writer.

　　NOT GIVEN if it is impossible to say what the writer thinks about this.

　　1. America has a long history of selecting talented students into different categories.

　　2. Teachers and schools in Britain held welcome attitude towards the government’s selection of gifted students.

　　3. Some parents agree to move near reputable schools in Britain.

　　4. Middle-class parents participate in their children’s education.

　　5. Japan and Finland comply with selected student’s policy.

　　6. Avoiding-selection-policy only works in a specific environment.

　　Questions 7-8

　　Choose the correct letter, A, B, C or D.

　　Write your answers in boxes 35-36 on your answer sheet.

　　7. What’s Laszlo Polgar’s point of view towards geniuses of children

　　A) Chess is the best way to train geniuses.

　　B) Genius tends to happen on first child.

　　C) Geniuses can be educated later on.

　　D) Geniuses are born naturally.

　　8. What is the purpose of citing Zsofia’s example in the last paragraph

　　A) Practice makes genius.

　　B) Girls are not good at chess.

　　C) She was an adopted child.

　　D) Middle child is always the most talented.

　　Questions 9-13

　　Use the information in the passage to match the countries (listed A-E) with correct connection below.

　　Write the appropriate letters, A-E, in boxes 37-41 on your answer sheet.

　　9. Less gifted children get help from other classmates

　　10. Attending extra teaching is open to anyone

　　11. People are reluctant to favor gifted children due to social characteristics

　　12. Both views of innate and egalitarian co-existed

　　13. Craze of audio and video teaching for pregnant women.

　　A. Scandinavia

　　B. Japan

　　C. Britain

　　D. China

　　E. America

　　参考答案

　　1. YES

　　2. NO

　　3. YES

　　4. NOT GIVEN

　　5. NO

　　6. YES

　　7. C

　　8. A

　　9. B

　　10. D

　　11. A

　　12. C

　　13. E

　　可参考真题：剑桥10—TEST2 Passage2 Gifted Children and Learning