剑桥雅思test5听力答案 哪位有雅思剑5test1passage2的原文和答案？谢谢

小编今天整理了一些剑桥雅思test5听力答案 哪位有雅思剑5test1passage2的原文和答案？谢谢相关内容，希望能够帮到大家。

本文目录一览：

• 1、哪位有雅思剑5test1passage2的原文和答案？谢谢
• 2、2023年9月14日雅思听力考试真题及答案
• 3、2023年8月10日雅思听力考试真题及解析

哪位有雅思剑5test1passage2的原文和答案？谢谢

Nature or Nurture?

A) A few years ago. in one of the most fascinating and disturbing experiments in behavioral psychology. Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a 'leader' in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically, Milgram told each volunteer 'teacher-subject' that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils' ability to learn.

B) Milgram's experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from '15 volts of electricity (slight shock)' to '450 volts (danger - severe shock)' in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed 'pupil' was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writhing together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for. as per the rule governing the experimental situation of the moment.

C) As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering The higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil's cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end His final argument was, 'You have no other choice. You must go on." What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.

D) Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that 'most subjects would not go beyond 150 volts' and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1.000 would give the highest shock of 450 volts.

E) What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative teachers' actually do in the laboratory of real life?

F) One's first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram's teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.

G) An alternative to this notion of genetic programming is to see the teacher-subjects' actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out. Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society - the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting."

H) Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.

I) Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology - to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.

答案：
14. F
15. A
16. B
17. D
18. I
19. C
20. B
21. D
22. C
23. Not Given
24. True
25. False
26. False

2023年9月14日雅思听力考试真题及答案

您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！
雅思的标准化考试成绩，是大家递交留学申请必须要出示的成绩，那么最新一期的考试情况怎么样呢？和出国留虚妄的小编看看2023年9月14日雅思听力考试真题及答案。
一、考题解析
场景话题：
S1 咨询小学/ S2 驾校选择/ S3 太平洋纺织物/ S4 可可粉应用的历史
题型设置：
S1填空（旧题）/ S2 多选+地图（旧题） / S3多选+配对（旧题）/ S4 填空（旧题）
二、名师点评
本次考试场景为四旧，填空题与选择题的比例为20：20，偏难。
填空题具体答案如下：（仅供参考）
s1：
1. 8.40；
2. phone；
3. art；
4. July；
5. gym；
6. boots；
7. chess；
8. camp；
9. dentist；
10. helmet
s2：
11. takes several days to finish；
12. E.a driving license；
13. lved police offence topics；
14. retical and practical elements；
15-20.（maps） EBCDCF
s3：
21. r range；
22. inal from the Pacific；
23. r better materials；
24. k together；
25-30.（matching）： CBCDAB
s4：
31. money；
32. sugar；
33. liquid；
34. mood；
35. Italy；
36. economy；
37. labor；
38. size；
39. tanks；
40. coast
点评：本场考试让雅思听力再次空降微博热搜，但不同于以往，这次大家主要反应最大的难度来自于section2部分的地图题，很多同学都表示今天在听力地图里面疯狂迷了路（地图题=迷路题），语速比正常速度快很多，全程问号脸，几乎边做边蒙。不过好在这次的S4不难，让打击感受到了一丝安慰。在这里建议大家在平时要多关注每周的考情回顾，对自己报考的场次可能出现的题型有一个大致的了解，以防考到不熟悉的题型，当然，最重要的还是要在平时复习阶段就要合理规划，兼顾到所有题型，并适时进行加速练习。参考剑桥练习：剑11Test1S2，剑8Test3Section4，剑13Test2S3等
备注：像上面强调的，在接下来的备考中，大家要针对今年听力考试普遍语速较快的情况在平日的练习里进行加速练习，1.25-1.5倍速是比较推荐的练习语速。在练习听力的过程中，由于s2/3的难度有所提升，考生们可以选取剑桥真题时也要记得多总结以及同义替换的积累。
三、考试预测
1.场景方面：场景方面依旧是主流场景（咨询、旅游、课程讨论、讲座），在接下来的考试中，考生还应将重点放在S1旅游，S2咨询，活动及公共场所设施介绍，S3课程讨论及论文写作，S4动植物，环境，历史，学术等各类学术讲座。
2.机经：如需参考机经，以2023-2023年机经为主。

希望以上的答复能对您的留学申请有所帮助。如果您有任何更详细的问题或需要进一步的协助，我强烈推荐您访问我们的留学官方网站 ，在那里您可以找到更多专业的留学考试规划和留学资料以及*的咨询服务。祝您留学申请顺利！

2023年8月10日雅思听力考试真题及解析

您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！
上周六完成了最新一期的雅思考试，那么大家对自己的考试分数有没有信心呢？和小钟老师来一起看看2023年8月10日雅思听力考试真题及解析。
一、考题解析
场景话题：
S1 音乐课程报名/ S2 新员工培训/ S3 市场营销论文/ S4 非洲企鹅生活习性
题型设置：
S1填空（新题）/ S2单选+多选（新题） / S3单选+多选（新题）/ S4 填空（旧题）
二、名师点评
次考试场景为三新一旧，选择与填空题比例为20：20，难度中等。
具体答案如下：（仅供参考）
s1： neer； 2. July 18； 3. magazine； 4. Q1632； 5. way； 6. blues； 7. photographs； 8. fish； 9. parking；
s2：暂缺，待补充
s3：21. A； 22. C； 23.B； 24.A； 25.B； 26.C； 27.28. A，D （任意顺序）； 29.30. B，E（任意顺序）
s4： 31. temperature； 32. movements； 33. bones； 34. holes； 35. roots； 36. sharks； 37. chicks； 38. feathers； 39. space； 40. diversity
点评：本场考试题型填选比例1：1，难得看到一场因“简单”上热搜的雅思考试。大家普遍还是认为S1、S4的难度比S2、S3难度要低，S4在去年1月考过，是一道旧题。语速较快。场景为三新一旧，其中section1依然是单词拼写的考查，engineer， photographs，magazine这样的词汇都属于听力高频词汇，月份六月是June， 七月是July要区分开来。Section1基本考查的都是很生活化的词汇，可以根据单词的发音记忆单词的拼写，包括月份的拼写也是可以根据发音去记忆。在Section2 和Section3 单选题部分一定要留意题干中的关键词和录音中的转折信号词以及让步信号词，这些都是筛选和判断干扰选项的依据。section4的场景依然是动物生活习性的场景，要注意积累一些相关场景词汇，留意temperature， feathers， diversity的单词拼写。动植物讲座可谓是雅思考试一大热门话题。很多时候，认真刷题的同学也会发现，听力材料中出现的高频词几乎是个循环，某一套真题中出现过的词还会在之后的套题中出现，一定要多注意积累多次出现的场景词汇和词组。
参考剑桥练习：剑12 Test 2 Section1剑11 Test 3 Section2剑13 Test 2 Section 3剑13 Test 3 Section 4等
备注：在接下来的备考中，除了填空题和单选题的训练，大家还可以关注一下地图题，有可能在8月接下来的考试中再次出现。不少同学的问题是觉得雅思听力的语速较快，平时课后的训练可以花一小时进行精听以及跟读，也就是听到原文录音然后一句句写下来。在对听力材料逐渐熟悉之后，可以逐渐调至1.25倍速播放，精听对于加强句子的理解有很大的帮助，有助于培养自己对关键词的把握能力。跟读材料，可以培养自己对于单词正确发音的辨音。

希望以上的答复能对您的留学申请有所帮助。如果您有任何更详细的问题或需要进一步的协助，我强烈推荐您访问我们的留学官方网站 ，在那里您可以找到更多专业的留学考试规划和留学资料以及*的咨询服务。祝您留学申请顺利！

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