2023年8月31日雅思听力考试真题及答案哪位有雅思剑5test1passage2的原文和答案？谢谢剑桥雅思5 TEST 1 SECTION 3 的答案问题

更新：2023年10月19日 21:17 雅思无忧

小编今天整理了一些2023年8月31日雅思听力考试真题及答案哪位有雅思剑5test1passage2的原文和答案？谢谢剑桥雅思5 TEST 1 SECTION 3 的答案问题相关内容，希望能够帮到大家。

本文目录一览：

1、2023年8月31日雅思听力考试真题及答案
2、哪位有雅思剑5test1passage2的原文和答案？谢谢
3、剑桥雅思5 TEST 1 SECTION 3 的答案问题

2023年8月31日雅思听力考试真题及答案

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八月末的雅思考试已经圆满结束了，你想知道真题和答案吗？就来跟着小钟老师一起看一看2023年8月31日雅思听力考试真题及答案。
Section 1
新题／旧题：旧题
场景：租房场景
主题：公寓租房咨询
题型及数量：2单选题3填空题5匹配题
考试题目＋答案：
1. What is preferred location？
A. Near station
B. Near leisure center
C. Near park
2. The accepted rent range is
A. Under 450
B. 450-600
C. Above 600
3. NameJacobs
4. Occupationengineer
5. Date to move in1st August
Question 6-10
What’s the woman’s attitude towards the following house choice？
A. Very interesting B. Not sure C. Not interested
6. Rouge HouseB
7. Winter HouseA
8. Hamiton HouseC
9. Milton HouseC
10. Sugar HouseA
考点：基本功
可参考真题：C13Test3Section1，C9Test2Section1
Section 2
新题／旧题：旧题
场景：旅游
主题提示：老宅改建的博物馆介绍
题型及数量：填空7+匹配3
考试题目＋答案：
11-14） Completions
11 Before he bought this house. it was afarm
12 Chinese wallpaper was pained in18thcentury
13 Once an old man who died in thebirdroom
14 Dining room has many antiques： he bought thechairs（includes a Venetian
15 There arerare trees
16 Recent introduce in aflamingo
17 The most popular animal are theswans
18-20） Matching
18 History exhibition：C（gallery barn）
19 Books：E（gift shop）
20 Natural trails：F（woodland area）
考点：单选题同义替换，定位及排除干扰项做题方法和地图题方位词
可参考真题：C10 Test1 Section2； C12 Test7 Section2
Section 3
新题／旧题：旧题
场景：学术场景
主题：会计和日语课程学习
题型及数量：5多选+5填空
考试题目＋答案：
21-23）Multiple Choices（8选3）
What are the benefits of this course according to the girls from the accounting apartment？
A *****
B useful teaching staff
C personal tutor
D interesting teaching methods
E important to future career
F chance of visiting off-campus
G *all tutorial class
24-25）Multiple Choices（6选2）
What are the TWO most qualities of the accounting that a girl called Bridget described？
24 challenging content
25 theoretical approach
26-30）summary completion
26 The number oflecturesis time-consuming
27 enjoy learningvocabulary
28grammarand 29writing
30 The teacher patient yet sometime…that isstrict
考点：干扰，同义替换
可参考真题：C9Test1Section3，C11Test1Section3，C11Test4Section3， C12Test6Section3
Section 4
新题／旧题：旧题
场景：新西兰的紫锥花
主题：Echinacea in New Zealand
题型及数量：10填空
考点：同义替换，结构转换
可参考真题：C11Test1Section4，C10Test1Section4
考试题目＋答案：
31. improve theimmunesystem
32. to prevent theflu
33. 针对children
34. 印第安人最初使用flowers
35. theclimateof the area
36. the large amount ofsandin thesoil
Future crop plans
37. there is a system ofirrigation
38. use plastic fence to prevent theweeds
39. dry therootsof dead plants
40. 瓶装*的标签organic

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！

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