剑桥雅思14Test3Section3听力原文与答案 Background on school marching band

剑桥雅思14听力第三套题目第三部分的主题为学校行进乐队。具体内容包括该乐队的组成人数，即将参加的比赛，受邀参加的表演，对其成员的影响，接下来的任务，以及存在的各种问题。下面是这段音频对应的文本。

剑桥雅思14 test3 section3雅思听力原文

LIZZIE: So how are you getting on with your teaching practice at the High School, Joe?

JOE: Well I’ve been put in charge of the school marching band, and it’s quite a responsibility. I’d like to talk it over with you.

LIZZIE: Go ahead. You’d better start by giving me a bit of background.

JOE: OK. Well the band has students in it from all years, so they’re aged 11 to 18, and there are about 50 (Q21) of them altogether. It’s quite a popular activity within the school. I’ve never worked with a band of more than 20 before, and this is very different.

LIZZIE: I can imagine.

JOE: They aren’t really good enough to enter national band competitions, but they’re in a regional (Q22) one later in the term. Even if they don’t win, and I don’t expect them to, hopefully it’ll be an incentive for them to try and improve.

LIZZIE: Yes, hopefully.

JOE: Well, now the town council’s organising a carnival (Q23) in the summer, and the band has been asked to perform. If you ask me, they aren’t really up to it yet, and I need to get them functioning better as a band, and in a very short time.

LIZZIE: Have you been doing anything with them? Apart from practising the music, I mean.

JOE: I played a recording I came across, of a drummer (Q24) talking about how playing in a band had changed his life. I think it was an after-dinner speech. I thought it was pretty inspiring, because being in the band had stopped him from getting involved in crime. The students seemed to find it interesting, too.

LIZZIE: That’s good.

JOE: I’m planning to show them that old film (Q25) from the 1940s ‘Strike Up the Band’, and talk about it with the students. What do you think?

LIZZIE: Good idea. As it’s about a school band, it might make the students realise how much they can achieve if they work together.

JOE: That’s what I’ve got in mind. I’m hoping I can take some of the band to a parade (Q26) that’s going to take place next month. A couple of marching bands will be performing, and the atmosphere should be quite exciting. It depends on whether I can persuade the school to hire a coach or two to take us there.

LIZZIE: Mmm. They sound like good ideas to me.

JOE: Thanks.

JOE: Can I tell you about a few people in the band who I’m finding it quite difficult to cope with? I’m sure you’ll have some ideas about what I can do.

LIZZIE: Go ahead.

JOE: There’s a flautist who says she loves playing in the band. We rehearse twice a week after school, but she’s hardly ever there (Q27). Then she looks for me the next day and gives me a very plausible reason – she says she had to help her mother, or she’s been ill, but to be honest, I don’t believe her.

LIZZIE: Oh dear! Any more students with difficulties?

JOE: Plenty! There’s a trumpeter who thinks she’s the best musician in the band, though she certainly isn’t. She’s always saving what she thinks other people should do (Q28), which makes my job pretty difficult.

LIZZIE: She sounds a bit of a nightmare!

JOE: You can say that again. One of the trombonists has got an impressive sense of rhythm, and could be an excellent musician – except that he has breathing difficulties, and he doesn’t really have enough breath for the trombone (Q29). He’d be much better off playing percussion, for instance, but he refuses to give up. So he ends up only playing half the notes.

LIZZIE: I suppose you have to admire his determination.

JOE: Maybe. One of the percussionists isn’t too bad, but he never seems to interact with other people, and he always rushes off as soon as the rehearsal ends (Q30). I don’t know if there are family reasons, or what. But it isn’t good in a band, where people really need to feel they’re part of a group.

LIZZIE: Hmm.

JOE: There are others too, but at least that gives you an idea of what I’m up against. Do you have any thoughts about what I can do, Lizzie?

剑桥雅思14 Test3 Section3雅思听力答案

21. 50

22. regional

23. carnival

24. drummer

25. film

26. parade

27. D

28. B

29. E

30. F

剑桥雅思14Test3Section2听力原文与答案 volunteer activities

剑桥雅思14听力第三套题目第二部分的主题为志愿者活动。其具体内容包括志愿者所做的事情，志愿者可以从这些活动中获得的好处，以及六名志愿者对他人的帮助。下面是这段音频对应的录音原文。

剑桥雅思13 test4 section3雅思听力原文

Good morning. My name’s Lucy Crittenden, and I’m the Director of Operations for an organisation that arranges volunteering in this part of the country. I’m hoping I can persuade one or two of you to become volunteers yourselves. Let me start by briefly explaining what we mean by volunteering.

Volunteers are teenagers and adults who choose to spend some time, unpaid, helping other people in some way. Most volunteers devote two or three hours to this every week, while a few do much more. The people they help may have physical or behavioural difficulties, for example.

Volunteers can do all sorts of things, depending on their own abilities and interests. If they’re supporting a family that’s struggling, for example, they may be able to give them tips on cooking, or recommend how to plan their budget or how to shop sensibly on their income. They might even do some painting or wallpapering (Q11), perhaps alongside any members of the family who are able to do it. Or even do some babysitting (Q12) so that parents can go out for a while.

The benefit from volunteering isn’t only for the people being helped. Volunteers also gain from it: they’re using their skills to cope with somebody’s mental or physical ill health, and volunteering may be a valuable element of their CV when they’re applying for jobs (Q13): employers usually look favourably on someone who’s given up time to help others. Significantly, most volunteers feel that what they’re doing gives them a purpose in their lives (Q14). And in my opinion, they’re lucky in that respect, as many people don’t have that feeling.

Now I’d like to tell you what some of our volunteers have said about what they do, to give you an idea of the range of ways in which they can help people.

Habib supports an elderly lady who’s beginning to show signs of dementia. Once a week they, along with other elderly people, go to the local community centre, where a group of people come in and sing. The songs take the listeners back to their youth (Q15), and for a little while they can forget the difficulties that they face now.

Our volunteer Consuela is an amazing woman. She has difficulty walking herself, but she doesn’t let that stop her. She helps a couple of people with similar difficulties, who had almost stopped walking altogether. By using herself as an example. Consuela encourages them to walk more and more (Q16).

Minh visits a young man who lives alone and can’t leave his home on his own, so he hardly ever saw anyone. But together they go out to the cinema, or to see friends (Q17) the young man hadn’t been able to visit for a long time.

Tanya visits an elderly woman once a week. When the woman found out that Tanya is a professional dressmaker, she got interested. Tanya showed her some soft toys she’d made, and the woman decided to try it herself (Q18). And now she really enjoys it, and spends hours making toys. They’re not perhaps up to Tanya’s standard yet, but she gains a lot of pleasure from doing it.

Alexei is a volunteer with a family that faces a number of difficulties. By calmly talking over possible solutions with family members, he’s helping them to realise that they aren’t helpless, and that they can do something themselves to improve their situation (Q19). This has been great for their self-esteem.

And the last volunteer I’ll mention, though there are plenty more, is Juba. She volunteers with a teenage girl with learning difficulties, who wasn’t very good at talking to other people. Juba’s worked very patiently with her, and now the girl is far better at expressing herself, and at understanding other people (Q20).

OK, I hope that’s given you an idea of what volunteering is all about. Now I’d like …

剑桥雅思14 Test3 Section2雅思听力答案

11-12. AE

13-14. BE

15. F

16. A

17. R

18. G

19. D

20. C

剑桥雅思14Test3Section1听力原文与答案 Flanders Conference Hotel

剑桥雅思14听力第三套题目第 一篇文章的主题为酒店会议场所咨询。具体内容包括酒店可以提供的相关设施，住宿价格，其他附加服务，地址和周边情况等。下面是这段录音对应的听力原文。

剑桥雅思14 test3 section1雅思听力原文

ANGELA: Hello, Flanders conference hotel.

MAN: Oh, hi. I wanted to ask about conference facilities at the hotel. Have I come through to the right person?

ANGELA: You have. I’m the customer services manager. My name’s ANGELA. So how can I help you?

MAN: Well, I’m calling from Barrett and Stansons, we’re a medical company based in Perth.

ANGELA: Oh yes.

MAN: And we’re organising a conference for our clients to be held in Sydney. It’ll be held over two days and we’re expecting about fifty or sixty people.

ANGELA: When were you thinking of having it?

MAN: Some time early next year, like the end of January? It’d have to be a weekend.

ANGELA: Let me see … our conference facilities are already booked for the weekend beginning January 28th. We could do the first weekend in February?

MAN: How about January 21st?

ANGELA: I’m afraid that’s booked too.

MAN: Well, let’s go for the February date then.

ANGELA: So that’s the weekend beginning the 4th.

MAN: OK. Now can you tell me a bit about what conference facilities you have?

ANGELA: Sure. So for talks and presentations we have the Tesla room.

MAN: Sorry?

ANGELA: Tesla – that’s spelled T-E-S-L-A (Q1). It holds up to a hundred people, and it’s fully equipped with a projector and so on.

MAN: How about a microphone (Q2)?

ANGELA: Yes, that’ll be all set up ready for you, and there’ll be one that members of the audience can use too, for questions, if necessary.

MAN: Fine. And we’ll also need some sort of open area where people can sit and have a cup of coffee, and we’d like to have an exhibition (Q3) of our products and services there as well, so that’ll need to be quite a big space.

ANGELA: That’s fine, there’s a central atrium with all those facilities, and you can come before the conference starts if you want to set everything up.

MAN: Great. And I presume there’s wifi (Q4)?

ANGELA: Oh yes, that’s free and available throughout the hotel.

MAN: OK.

ANGELA: Would you also like us to provide a buffet lunch? We can do a two-course meal with a number of different options.

MAN: What sort of price are we looking at for that?

ANGELA: Well, I can send you a copy of the standard menu. That’s $45 (Q5) per person. Or you can have the special for $25 more.

MAN: I think the standard should be OK, but yes, send me the menu.

MAN: Now we’re also going to need accommodation on the Saturday night for some of the participants … I’m not sure how many, but probably about 25. So what do you charge for a room?

ANGELA: Well, for conference attendees we have a 25% reduction, so we can offer you rooms at $135 (Q6). Normally a standard room’s $180.

MAN: And does that include breakfast?

ANGELA: Sure. And of course, guests can also make use of all the other facilities at the hotel. So we’ve got a spa where you can get massages and facials and so on, and there’s a pool (Q7) up on the roof for the use of guests.

MAN: Great. Now what about transport links? The hotel’s downtown, isn’t it?

ANGELA: Yes, it’s about 12 kilometres from the airport (Q8), but there’s a complimentary shuttle bus for guests. And it’s only about ten minutes’ walk from the central railway station.

MAN: OK. Now, I don’t know Sydney very well, can you just give me an idea of the location of the hotel?

ANGELA: Well, it’s downtown on Wilby Street, that’s quite a small street, and it’s not very far from the sea (Q9). And of course if the conference attendees want to go out on the Saturday evening there’s a huge choice of places to eat. Then if they want to make a night of it, they can go on to one of the clubs (Q10) in the area – there are a great many to choose from.

MAN: OK. So if we go ahead with this, can you give me some information about how much …

剑桥雅思14 Test3 Section1雅思听力答案

1. Tesla

2. microphone

3. exhibition

4. wifi

5. 45

6. 135

7. pool

8. airport

9. sea

10. clubs

剑桥雅思14Test2Section4听力原文与答案 The history of weather forecasting

剑桥雅思14听力第二套题目第四部分的主题为天气预报的历史。录音按照时间顺序介绍了从古代，到希腊，再到中世纪和15-19世界天气预测方面的举措与进步。下面是这段录音对应的原文。

剑桥雅思14 test2 section4雅思听力原文

In this series of lectures about the history of weather forecasting, I’ll start by examining its early history – that’ll be the subject of today’s talk.

OK, so we’ll start by going back thousands of years. Most ancient cultures had weather gods, and weather catastrophes, such as floods, played an important role in many creation myths. Generally, weather was attributed to the whims of the gods, as the wide range of weather gods in various cultures shows. For instance, there’s the Egyptian sun god Ra, and Thor, the Norse god of thunder and lightning. Many ancient civilisations developed rites such as dances (Q31) in order to make the weather gods look kindly on them.

But the weather was of daily importance: observing the skies and drawing the correct conclusions from these observations was really important, in fact their survival (Q32) depended on it. It isn’t known when people first started to observe the skies, but at around 650 BC, the Babylonians produced the first short-range weather forecasts, based on their observations of clouds (Q33) and other phenomena. The Chinese also recognised weather patterns, and by 300 BC, astronomers had developed a calendar which divided the year into 24 festivals (Q34), each associated with a different weather phenomenon.

The ancient Greeks were the first to develop a more scientific approach to explaining the weather. The work of the philosopher and scientist Aristotle, in the fourth century BC, is especially noteworthy, as his ideas held sway for nearly 2,000 years. In 340 BC, he wrote a book in which he attempted to account for the formation of rain, clouds, wind and storms. He also described celestial phenomena such as haloes – that is, bright circles of light around the sun, the moon and bright stars – and comets (Q35). Many of his observations were surprisingly accurate. For example, he believed that heat could cause water to evaporate. But he also jumped to quite a few wrong conclusions, such as that winds are breathed out by the Earth. Errors like this were rectified from the Renaissance onwards.

For nearly 2,000 years, Aristotle’s work was accepted as the chief authority on weather theory. Alongside this, though, in the Middle Ages weather observations were passed on in the form of proverbs, such as ‘Red sky at night, shepherd’s delight; red sky (Q36) in the morning, shepherd’s warning’. Many of these are based on very good observations and are accurate, as contemporary meteorologists have discovered.

For centuries, any attempt to forecast the weather could only be based on personal observations, but in the fifteenth century scientists began to see the need for instruments (Q37). Until then, the only ones available were weather vanes – to determine the wind direction – and early versions of rain gauges. One of the first, invented in the fifteenth century, was a hygrometer, which measured humidity. This was one of many inventions that contributed to the development of weather forecasting.

In 1592, the Italian scientist and inventor Galileo developed the world’s first thermometer (Q38). His student Torricelli later invented the barometer, which allowed people to measure atmospheric pressure. In 1648, the French philosopher Pascal proved that pressure decreases with altitude. This discovery was verified by English astronomer Halley in 1686; and Halley was also the first person to map trade winds.

This increasing ability to measure factors related to weather helped scientists to understand the atmosphere and its processes better, and they started collecting weather observation data systematically. In the eighteenth century, the scientist and politician Benjamin Franklin carried out work on electricity and lightning in particular, but he was also very interested in weather and studied it throughout most of his life. It was Franklin who discovered that storms (Q39) generally travel from west to east.

In addition to new meteorological instruments, other developments contributed to our understanding of the atmosphere. People in different locations began to keep records, and in the mid-nineteenth century, the invention of the telegraph (Q40) made it possible for these records to be collated. This led, by the end of the nineteenth century, to the first weather services.

It was not until the early twentieth century that mathematics and physics became part of meteorology, and we’ll continue from that point next week.

剑桥雅思14 Test2 Section4雅思听力答案

31. dances

32. survival

33. clouds

34. festivals

35. comets

36. sky

37. instruments

38. thermometer

39. storms

40. telegraph

剑桥雅思14Test2Section3听力原文与答案 Woolly mammoths on St Paul’s Island

剑桥雅思14听力第二套题目第三篇文章的主题为两个学生所做的有关猛犸象的课堂演讲。具体内容包括他们开启演讲的方式，新发现的猛犸象牙齿的特异之处，利用动画表格进行说明，猛犸象灭绝的日期，以及演讲各个部分可以改进的地方。下面是这段录音对应的文本。

剑桥雅思14 test2 section3雅思听力原文

TUTOR: So, ROSIE and Martin, let’s look at what you’ve got for your presentation on woolly mammoths.

ROSIE: OK, we’ve got a short outline here.

TUTOR: Thanks. So it’s about a research project in North America?

MARTIN: Yes. But we thought we needed something general about woolly mammoths in our introduction, to establish that they were related to our modern elephant, and they lived thousands of years ago in the last ice age.

ROSIE: Maybe we could show a video clip of a cartoon about mammoths. But that’d be a bit childish. Or we could have a diagram, it could be a timeline to show when they lived, with illustrations (Q21)?

MARTIN: Or we could just show a drawing of them walking in the ice? No, let’s go with your last suggestion.

TUTOR: Good. Then you’re describing the discovery of the mammoth tooth on St Paul’s Island in Alaska, and why it was significant.

MARTIN: Yes. The tooth was found by a man called Russell Graham. He picked it up from under a rock in a cave. He knew it was special – for a start it was in really good condition, as if it had been just extracted from the animal’s jawbone. Anyway, they found it was 6,500 years old.

TUTOR: So why was that significant?

ROSE: Well the mammoth bones previously found on the North American mainland were much less recent than that (Q22). So this was really amazing.

MARTIN: Then we’re making an animated diagram to show the geography of the area in prehistoric times. So originally, St Paul’s Island wasn’t an island, it was connected to the mainland, and mammoths and other animals like bears were able to roam around the whole area.

ROSE: Then the climate warmed up and the sea level began to rise, and the island got cut off from the mainland. So those mammoths on the island couldn’t escape; they had to stay on the island (Q23).

MARTIN: And in fact the species survived there for thousands of years after they’d become extinct on the mainland.

TUTOR: So why do you think they died out on the mainland?

ROSIE: No one’s sure.

MARTIN: Anyway, next we’ll explain how Graham and his team identified the date when the mammoths became extinct on the island. They concluded that the extinction happened 5.600 years ago, which is a very precise time for a prehistoric extinction (Q24). It’s based on samples they took from mud at the bottom of a lake on the island. They analysed it to find out what had fallen in over time – bits of plants, volcanic ash and even DNA from the mammoths themselves. It’s standard procedure, but it took nearly two years to do.

TUTOR: So why don’t you quickly go through the main sections of your presentation and discuss what action’s needed for each part?

MARTIN: OK. So for the introduction, we’re using a visual, so once we’ve prepared that we’re done.

ROSIE: I’m not sure. I think we need to write down all the ideas we want to include here (Q25), not just rely on memory. How we begin the presentation is so important…

MARTIN: You’re right.

ROSIE: The discovery of the mammoth tooth is probably the most dramatic part, but we don’t have that much information, only what we got from the online article. I thought maybe we could get in touch with the researcher who led the team and ask him to tell us a bit more (Q26).

MARTIN: Great idea. What about the section with the initial questions asked by the researchers? We’ve got a lot on that but we need to make it interesting.

ROSIE: We could ask the audience to suggest some questions about it and then see how many of them we can answer (Q27). I don’t think it would take too long.

TUTOR: Yes that would add a bit of variety.

MARTIN: Then the section on further research carried out on the island – analysing the mud in the lake. I wonder if we’ve actually got too much information here, should we cut some?

ROSIE: I don’t think so, but it’s all a bit muddled at present.

MARTIN: Yes, maybe it would be better if it followed a chronological pattern (Q28).

ROSIE: I think so. The findings and possible explanations section is just about ready, but we need to practise it so we’re sure it won’t overrun (Q29).

MARTIN: I think it should be OK, but yes, let’s make sure.

TUTOR: In the last section, relevance to the present day, you’ve got some good ideas but this is where you need to move away from the ideas of others and give your own viewpoint (Q30).

MARTIN: OK, we’ll think about that. Now shall we …

剑桥雅思14 Test2 Section3雅思听力答案

21. B

22. C

23. A

24. A

25. E

26. D

27. A

28. H

29. G

30. C

剑桥雅思14Test2Section2听力原文与答案 Visit to Branley Castle

剑桥雅思14听力第二套题目第二部分的主题为Branley Castle。具体内容包括该城堡之前的历史，游客游览城堡所能进行的具体项目，以及城堡的地形分布。属于雅思听力Section2十分常见的景点介绍场景。下面是这段录音对应的文本。

剑桥雅思14 test2 section2雅思听力原文

We’ll be arriving at Branley Castle in about five minutes, but before we get there I’ll give you a little information about the castle and what our visit will include.

So in fact there’s been a castle on this site for over eleven hundred years. The first building was a fort constructed in 914 AD for defence against Danish invaders by King Alfred the Great’s daughter, who ruled England at the time. In the following century, after the Normans conquered England, the land was given to a nobleman called Richard de Vere, and he built a castle there that stayed in the de Vere family for over four hundred years.

However, when Queen Elizabeth I announced that she was going to visit the castle in 1576 it was beginning to look a bit run down, and it was decided that rather than repair the guest rooms, they’d make a new house for her (Q11) out of wood next to the main hall. She stayed there for four nights and apparently it was very luxurious, but unfortunately it was destroyed a few years later by fire.

In the seventeenth century the castle belonged to the wealthy Fenys family, who enlarged it and made it more comfortable. However, by 1982 the Fenys family could no longer afford to maintain the castle, even though they received government support, and they put it on the market. It was eventually taken over by a company who owned a number of amusement parks (Q12), but when we get there I think you’ll see that they’ve managed to retain the original atmosphere of the castle.

When you go inside, you’ll find that in the state rooms there are life-like moving wax models dressed in costumes of different periods in the past (Q13), which even carry on conversations together. As well as that, in every room there are booklets giving information about what the room was used for and the history of the objects and furniture it contains.

The castle park’s quite extensive. At one time sheep were kept there, and in the nineteenth century the owners had a little zoo with animals like rabbits and even a baby elephant. Nowadays the old zoo buildings are used for public displays of paintings and sculpture (Q14). The park also has some beautiful trees, though the oldest of all, which dated back 800 years, was sadly blown down in 1987.

Now, you’re free to wander around on your own until 4.30, but then at the end of our visit we’ll all meet together at the bottom of the Great Staircase. We’ll then go on to the long gallery, where there’s a wonderful collection of photographs showing the family who owned the castle a hundred years ago having tea and cakes in the conservatory – and we’ll then take you to the same place, where afternoon tea will be served to you (Q15).

Now if you can take a look at your plans you’ll see Branley Castle has four towers, joined together by a high wall, with the river on two sides.

Don’t miss seeing the Great Hall. That’s near the river in the main tower, the biggest one, which was extended and redesigned in the eighteenth century.

If you want to get a good view of the whole castle, you can walk around the walls. The starting point’s quite near the main entrance – walk straight down the path until you get to the south gate, and it’s just there (Q16). Don’t go on to the north gate – there’s no way up from there.

There’ll shortly be a show in which you can see archers displaying their skill with a bow and arrow. The quickest way to get there is to take the first left after the main entrance and follow the path past the bridge, then you’ll see it in front of you at the end (Q17).

If you like animals there’s also a display of hunting birds – falcons and eagles and so on. If you go from the main entrance in the direction of the south gate, but turn right before you get there instead of going through it, you’ll see it on your right past the first tower (Q18).

At 3 pm there’s a short performance of traditional dancing on the outdoor stage. That’s right at the other side of the castle from the entrance, and over the bridge (Q19). It’s about ten minutes’ walk or so.

And finally the shop. It’s actually inside one of the towers, but the way in is from the outside. Just take the first left after the main entrance, go down the path and take the first right (Q20). It’s got some lovely gifts and souvenirs.

Right, so we’re just arriving …

剑桥雅思14 Test2 Section2雅思听力答案

11. B

12. C

13. C

14. B

15. A

16. H

17. D

18. F

19. A

20. E

剑桥雅思14Test2Section1听力原文与答案 Total Health Clinic

剑桥雅思14听力第二套题目第 一部分的主题为就诊经历，具体内容包括患者的联系电话，出生日期，职业，保险公司，具体的伤痛，开始时间等。下面是这段音频对应的原文。

剑桥雅思14 test2 section1雅思听力原文

CARL: Hi, come and take a seat.

JULIE: Thank you.

CARL: My name’s Carl Rogers and I’m one of the doctors here at the Total Health Clinic. So I understand this is your first visit to the clinic?

JULIE: Yes, it is.

CARL: OK, well I hope you’ll be very happy with the service you receive here. So if it’s alright with you I’ll take a few details to help me give you the best possible service.

JULIE: Sure.

CARL: So can I check first of all that we have the correct personal details for you? So your full name is Julie Anne Garcia? Example

JULIE: That’s correct.

CARL: Perfect. And can I have a contact phone number?

JULIE: It’s 219 442 9785 (Q1).

CARL: OK, and then can I just check that we have the correct date of birth?

JULIE: October tenth (Q3). 1992.

CARL: Oh, I actually have 1991, I’ll just correct that now. Right, so that’s all good. Now I just need just a few more personal details … do you have an occupation, either full-time or part-time?

JULIE: Yes, I work full-time in Esterhazy’s – you know, the restaurant chain. I started off as a waitress there a few years ago and I’m a manager (Q3) now.

CARL: Oh I know them, yeah, they’re down on 114th Street, aren’t they?

JULIE: That’s right.

CARL: Yeah, I’ve been there a few times. I just love their salads.

JULIE: That’s good to hear.

CARL: Right, so one more thing I need to know before we talk about why you’re here, Julie, and that’s the name of your insurance company.

JULIE: It’s Cawley Life Insurance, that’s C-A-W-L-E-Y (Q4).

CARL: Excellent, thank you so much.

CARL: Now Julie, let’s look at how we can help you. So tell me a little about what brought you here today.

JULIE: Well, I’ve been getting a pain in my knee (Q5), the left one. Not very serious at first, but it’s gotten worse, so I thought I ought to see someone about it.

CARL: That’s certainly the right decision. So how long have you been aware of this pain? Is it just a few days, or is it longer than that?

JULIE: Longer. It’s been worse for the last couple of days, but it’s three weeks (Q6) since I first noticed it. It came on quite gradually though, so I kind of ignored it at first.

CARL: And have you taken any medication yourself, or treated it in anyway?

JULIE: Yeah, I’ve been taking medication to deal with the pain, Tylenol, and that works OK for a few hours. But I don’t like to keep taking it.

CARL: OK. And what about heat treatment? Have you tried applying heat at all?

JULIE: No, but I have been using ice on it for the last few days.

CARL: And does that seem to help the pain at all?

JULIE: A little, yes.

CARL: Good. Now you look as if you’re quite fit normally?

JULIE: I am, yes.

CARL: So do you do any sport on a regular basis?

JULIE: Yes, I play a lot of tennis (Q7). I belong to a club so I go there a lot. I’m quite competitive so I enjoy that side of it as well as the exercise. But I haven’t gone since this started.

CARL: Sure. And do you do any other types of exercise?

JULIE: Yeah, I sometimes do a little swimming, but usually just when I’m on vacation. But normally I go running (Q8) a few times a week, maybe three or four times.

CARL: Hmm. So your legs are getting quite a pounding. But you haven’t had any problems up to now?

JULIE: No, not with my legs. I did have an accident last year when I slipped and hurt my shoulder (Q9), but that’s better now.

CARL: Excellent. And do you have any allergies?

JULIE: No, none that I’m aware of.

CARL: And do you take any medication on a regular basis?

JULIE: Well, I take vitamins (Q10) cbut that’s all. I’m generally very healthy.

CARL: OK, well let’s have a closer look and see what might be causing this problem. If you can just get up …

剑桥雅思14 Test2 Section1雅思听力答案

1. 219 442 9785

2. 10(th) October

3. manager

4. Cawley

5. knee

6. 3 weeks

7. tennis

8. running

9. shoulder

10. vitamins

剑桥雅思14Test1Section4听力原文与答案 Marine renewable energy (ocean energy)

剑桥雅思14听力第 一套题目第四部分的主题为海洋可再生能源。文段采用总分结构，一上来说明当今社会对海洋可再生能源的需求，然后分别介绍波浪能，潮汐能和海洋热能的优势与问题。下面是这段音频对应的原文。

剑桥雅思14 test1 section4雅思听力原文

Producing enough energy to meet our needs has become a serious problem. Demand is rising rapidly, because of the world’s increasing population and expanding industry (Q31). Burning fossil fuels, like gas, coal and oil, seriously damages the environment and they’ll eventually run out. For a number of years now, scientists have been working out how we can derive energy from renewable sources, such as the sun and wind, without causing pollution. Today I’ll outline marine renewable energy – also called ocean energy – which harnesses the movement of the oceans.

Marine renewable energy can be divided into three main categories: wave energy, tidal energy and ocean thermal energy conversion, and I’ll say a few words about each one.

First, wave energy. Numerous devices have been invented to harvest wave energy, with names such as Wave Dragon, the Penguin and Mighty Whale, and research is going on to try and come up with a really efficient method. This form of energy has plenty of potential, as the source is constant (Q32), and there’s no danger of waves coming to a standstill. Electricity can be generated using onshore systems, using a reservoir, or offshore systems. But the problem with ocean waves is that they’re erratic, with the wind making them travel in every direction (Q33). This adds to the difficulty of creating efficient technology: ideally all the waves would travel smoothly and regularly along the same straight line. Another drawback is that sand and other sediment on the ocean floor (Q34) might be stopped from flowing normally, which can lead to environmental problems.

The second category of marine energy that I’ll mention is tidal energy. One major advantage of using the tide, rather than waves, as a source of energy is that it’s predictable (Q35): we know the exact times of high and low tides for years to come.

For tidal energy to be effective, the difference between high and low tides needs to be at least five metres, and this occurs naturally in only about forty places on Earth. But the right conditions can be created by constructing a tidal lagoon, an area of sea water separated from the sea.

One current plan is to create a tidal lagoon on the coast of Wales. This will be an area of water within a bay (Q36) at Swansea, sheltered by a U-shaped breakwater, or dam, built out from the coast. The breakwater will contain sixteen hydro turbines, and as the tide rises, water rushes through the breakwater, activating the turbines, which turn a generator to produce electricity. Then, for three hours as the tide goes out, the water is held back within the breakwater, increasing the difference in water level, until it’s several metres higher within the lagoon than in the open sea. Then, in order to release the stored water, gates (Q37) in the breakwater are opened. It pours powerfully out of the lagoon, driving the turbines in the breakwater in the opposite direction and again generating thousands of megawatts of electricity. As there are two high tides a day, this lagoon scheme would generate electricity four times a day, every day, for a total of around 14 hours in every 24 – and enough electricity for over 150,000 homes.

This system has quite a lot in its favour: unlike solar and wind energy it doesn’t depend on the weather; the turbines are operated without the need for fuel (Q38), so it doesn’t create any greenhouse gas emissions; and very little maintenance is needed. It’s estimated that electricity generated in this way will be relatively cheap, and that manufacturing the components would create more than 2,000 jobs (Q39), a big boost to the local economy.

On the other hand, there are fears that lagoons might harm both fish and birds, for example by disturbing migration (Q40) patterns, and causing a build-up of silt, affecting local ecosystems.

There are other forms of tidal energy, but I’ll go on to the third category of marine energy: ocean thermal energy conversion. This depends on there being a big difference in temperature between surface water and the water a couple of kilometres below the surface, and this occurs in tropical coastal areas. The idea is to bring cold water up to the surface using a submerged pipe. The concept dates back to 1881, when …

剑桥雅思14 Test1 Section4雅思听力答案

31. industry

32. constant

33. direction

34. floor

35. predicatable

36. bay

37. gates

38. fuel

39. jobs

40. migration

剑桥雅思14Test1Section3听力原文与答案 cities built by the sea

剑桥雅思14听力第 一套题目第三部分的主题为海滨城市。具体内容包括海滨城市的特点，它们与河畔城市的差别，修建Miami下水管道时的错误，该城市应该立刻采取的措施，国际合作的最 优先事务，以及对课堂演讲不同部分的讨论。下面是这段音频对应的录音原文。

剑桥雅思14 test1 section3雅思听力原文

TUTOR: OK, so what I’d like you to do now is to talk to your partner about your presentations on urban planning. You should have done most of the reading now, so I’d like you to share your ideas, and talk about the structure of your presentation and what you need to do next.

CARLA: OK Rob. I’m glad we chose quite a specific topic – cities built next to the sea. It made it much easier to find relevant information.

ROB: Yeah. And cities are growing so quickly – I mean, we know that more than half the world’s population lives in cities now.

CARLA: Yeah, though that’s all cities, not just ones on the coast. But most of the biggest cities are actually built by the sea (Q21), I’d not realised that before.

ROB: Nor me. And what’s more, a lot of them are built at places where rivers come out into the sea. But apparently this can be a problem.

CARLA: Why?

ROB: Well, as the city expands, agriculture and industry tend to spread further inland along the rivers, and so agriculture moves even further inland up the river. That’s not necessarily a problem, except it means more and more pollutants are discharged into the rivers (Q22).

CARLA: So these are brought downstream to the cities?

ROB: Right. Hmm. Did you read that article about Miami, on the east coast of the USA?

CARLA: NO.

ROB: Well, apparently back in the 1950s they built channels to drain away the water in case of flooding.

CARLA: Sounds sensible.

ROB: Yeah, they spent quite a lot of money on them. But what they didn’t take into account was global warming (Q23). So they built the drainage channels too close to sea level, and now sea levels are rising, they’re more or less useless. If there’s a lot of rain, the water can’t run away, there’s nowhere for it to go. The whole design was faulty.

CARLA: So what are the authorities doing about it now?

ROB: I don’t know. I did read that they’re aiming to stop disposing of waste water into the ocean over the next ten years.

CARLA: But that won’t help with flood prevention now, will it?

ROB: No. Really they just need to find the money for something to replace the drainage channels (Q24), in order to protect against flooding now. But in the long term they need to consider the whole ecosystem.

CARLA: Right. Really, though, coastal cities can’t deal with their problems on their own, can they? I mean, they’ve got to start acting together at an international level instead of just doing their own thing.

ROB: Absolutely. The thing is, everyone knows what the problems are and environmentalists have a pretty good idea of what we should be doing about them, so they should be able to work together (Q25) to some extent. But it’s going to be a long time before countries come to a decision on what principles they’re prepared to abide by.

CARLA: Yes, if they ever do.

CARLA: So I think we’ve probably got enough for our presentation. It’s only fifteen minutes.

ROB: OK. So I suppose we’ll begin with some general historical background about why coastal cities were established. But we don’t want to spend too long on that (Q26), the other students will already know a bit about it. It’s all to do with communications and so on.

CARLA: Yes. We should mention some geographical factors, things like wetlands and river estuaries and coastal erosion and so on. We could have some maps of different cities with these features marked.

ROB: On a handout you mean? Or some slides everyone can see (Q27)?

CARLA: Yeah, that’d be better.

ROB: It’d be good to go into past mistakes in a bit more detail. Did you read that case study of the problems there were in New Orleans with flooding a few years ago?

CARLA: Yes. We could use that as the basis for that part of the talk (Q28). I don’t think the other students will have read it, but they’ll remember hearing about the flooding at the time.

ROB: OK. So that’s probably enough background.

CARLA: So then we’ll go on to talk about what action’s being taken to deal with the problems of coastal cities.

ROB: OK. What else do we need to talk about? Maybe something on future risks, looking more at the long term, if populations continue to grow.

CARLA: Yeah. We’ll need to do a bit of work there, I haven’t got much information, have you?

ROB: No. We’ll need to look at some websites (Q29). Shouldn’t take too long.

CARLA: OK. And I think we should end by talking about international implications. Maybe we could ask people in the audience (Q30). We’ve got people from quite a lot of different places.

ROB: That’d be interesting, if we have time, yes. So now shall we …

剑桥雅思14 Test1 Section3雅思听力答案

21. B

22. A

23. C

24. B

25. A

26. B

27. A

28. F

29. G

30. C

剑桥雅思14Test1Section2听力原文与答案 Induction talk for new apprentices

剑桥雅思14听力第 一套题目第二部分的主题为新学徒培训。具体内容包括第 一周工作的注意事项，师父所能给予的帮助，以及对公司对互联网使用、弹性工作时间、休假、加班等行为的规定。下面是该段音频对应的原文。

剑桥雅思14 test1 section2雅思听力原文

Good morning everyone. My name’s Janet Parker and I’m the human resources manager. We’re very happy to welcome you to your new apprenticeship. I hope that the next six months will be a positive and enjoyable experience for you.

I’d like to start with some general advice about being an apprentice. Most of you have very little or no experience of working for a big organisation and the first week or so may be quite challenging. There will be a lot of new information to take in but don’t worry too much about trying to remember everything. The important thing is to check with someone if you’re not sure what to do (Q11)– you’ll find your supervisor is very approachable and won’t mind explaining things or helping you out. You’re here to learn so make the most of that opportunity. You’ll be spending time in different departments during your first week so make an effort to talk to as many people as possible (Q12) about their work – you’ll make some new friends and find out lots of useful information.

As well as having a supervisor, you’ll each be assigned a mentor. This person will be someone who’s recently completed an apprenticeship and you’ll meet with them on a weekly basis. Their role is to provide help and support throughout your apprenticeship. Of course, this doesn’t mean they’ll actually do any of your work for you – instead they’ll be asking you about what goals you’ve achieved so far (Q13), as well as helping you to identify any areas for improvement. You can also discuss your more long-term ambitions (Q14) with them as well.

Now I just want to run through a few company policies for our apprenticeship scheme with you… Most importantly, the internet. As part of your job you’ll be doing some research online so obviously you’ll have unlimited access for that but please don’t use it for personal use (Q15)– you’ll have your own phones for that.

Some of you have already asked me about flexible working. After your probationary three – month period – some of you will be eligible for this – but it will depend on which department you’re in and what your personal circumstances are (Q16). So please don’t assume you’ll automatically be permitted to do this.

I want to make sure there’s no confusion about our holiday policy. Apart from any statutory public holidays we ask that you don’t book any holidays until after your six-month apprenticeship has finished (Q17). Time off should only be taken if you are unwell. Please speak to your supervisor if this is going to be a problem.

You’ll be expected to work a 40-hour week but there may be opportunities to do overtime during busy periods. Although you’re not required to do this, it can be a valuable experience – so we advise you to take it up if possible (Q18). Obviously, we understand that people do have commitments outside work, so don’t worry if there are times when you are unavailable.

As you know, we don’t have a formal dress code here – you may wear casual clothes as long as they’re practical – and the only restriction for shoes we have Is on high heels for health and safety reasons. Comfortable shoes like trainers are preferable (Q19).

There’s a heavily subsidised canteen on site where you can get hot meals or salads cheaply. Snacks and drinks are also provided – so we’ve decided to introduce a no packed lunch policy (Q20). This is partly to encourage healthy eating at work and partly to stop people from eating at their workstation, which is unhygienic.

OK moving on to …

剑桥雅思14 Test1 Section2雅思听力答案

11-12. AC

13-14. BE

15. B

16. B

17. C

18. A

19. A

20. C

剑桥雅思14Test1Section1听力原文与答案 Crime Report Form

剑桥雅思14听力第 一套题目第 一部分讲述了某人被偷之后的报警过程。具体内容包括其国籍，地址，被偷物品、时间、地点，有关犯罪过程的描述等。类似的内容在剑桥雅思上还没有出现过。大家注意总结相关的场景词汇。

剑桥雅思14 test1 section1雅思听力原文

OFFICER: Good morning. What can I do for you?

LOUISE: I want to report a theft. I had some things stolen out of my bag yesterday.

OFFICER: I’m sorry to hear that. Right, so I’ll need to take a few details. Can I start with your name?

LOUISE: Louise Taylor.

OFFICER: OK, thank you. And are you resident in the UK?

LOUISE: No, I’m actually Canadian (Q1), though my mother was British.

OFFICER: And your date of birth?

LOUISE: December 14th, 1977.

OFFICER: So you’re just visiting this country?

LOUISE: That’s right. I come over most summers on business. I’m an interior designer and I come over to buy old furniture (Q2), antiques you know. There are some really lovely things around here, but you need to get out to the small towns. I’ve had a really good trip this year, until this happened.

OFFICER: OK. So you’ve been here quite a while?

LOUISE: Yes, I’m here for two months. I go back next week.

OFFICER: So may I ask where you’re staying now?

LOUISE: Well at present I’ve got a place at Park (Q3) Apartments, that’s on King Street. I was staying at the Riverside Apartments on the same street, but the apartment there was only available for six weeks so I had to find another one.

OFFICER: OK. And the apartment number?

LOUISE: Fifteen.

LOUISE: Right.

OFFICER: Now, I need to take some details of the theft. So you said you had some things stolen out of your bag?

LOUISE: That’s right.

OFFICER: And were you actually carrying the bag when the theft took place?

LOUISE: Yes. I really can’t understand it. I had my backpack on. And I went into a supermarket to buy a few things and when I opened it up my wallet wasn’t there.

OFFICER: And what did your wallet have in it?

LOUISE: Well, fortunately I don’t keep my credit cards in that wallet – I keep them with my passport in an inside compartment in my backpack. But there was quite a bit of cash there … about £250 (Q4) sterling, I should think. I withdrew £300 from my account yesterday, but I did a bit of shopping, so I must have already spent about £50 of that.

OFFICER: OK.

LOUISE: At first I thought, oh I must have left the wallet back in the apartment, but then I realised my phone (Q5) had gone as well. It was only a week old, and that’s when I realised I’d been robbed. Anyway at least they didn’t take the keys to my rental car.

OFFICER: Yes. So you say the theft occurred yesterday?

LOUISE: Yes.

OFFICER: So that was September the tenth (Q6). And do you have any idea at all of where or when the things might possibly have been stolen?

LOUISE: Well at first I couldn’t believe it because the bag had been on my back ever since I left the apartment after lunch. It’s just a small backpack, but I generally use it when I’m travelling because it seems safer than a handbag. Anyway, I met up with a friend, and we spent a couple of hours in the museum (Q7). But I do remember that as we were leaving there, at about 4 o’clock, a group of young boys ran up to us, and they were really crowding round us, and they were asking us what time (Q8) it was, then all of a sudden they ran off.

OFFICER: Can you remember anything about them?

LOUISE: The one who did most of the talking was wearing a T-shirt with a picture of something … let’s see … a tiger.

OFFICER: Right. Any idea of how old he might have been?

LOUISE: Around twelve years old?

OFFICER: And can you remember anything else about his appearance?

LOUISE: Not much. He was quite thin …

OFFICER: Colour of hair?

LOUISE: I do remember that – he was blond (Q9). All the others were dark-haired.

OFFICER: And any details of the others?

LOUISE: Not really. They came and went so quickly.

OFFICER: Right. So what I’m going to do now is give you a crime reference number so you can contact your insurance company. So this is ten digits: 87954 82361 (Q10).

LOUISE: Thank you. So should I…

剑桥雅思14 Test1 Section1雅思听力答案

1. Canadian

2. furniture

3. Park

4. 250

5. phone

6. 10(th) September

7. museum

8. time

9. blond(e)

10. 87954 82361

剑桥雅思13Test4Section4听力原文与答案 The History of Coffee

剑桥雅思13听力第四套题目第四部分的主题为咖啡的历史。录音按照时间顺序介绍了咖啡从阿拉伯世界起源，在17世纪到达欧洲，随后随着欧洲国家的殖民而扩展到整个世界，以及19世纪所出现的新发展等内容。下面是该段录音所对应的听力原文。

点击查看这篇雅思听力中需要大家掌握的重点词汇：

雅思备考听力篇 剑13 test 4 section 4 雅思听力高频词汇

剑桥雅思13 test4 section4雅思听力原文

In my presentation, I’m going to talk about coffee, and its importance both in economic and social terms. We think it was first drunk in the Arab world, but there’s hardly any documentary evidence of it before the 1500s, although of course that doesn’t mean that people didn’t know about it before then.

However, there is evidence that coffee was originally gathered from bushes growing wild in Ethiopia, in the northeast of Africa. In the early sixteenth century, it was being bought by traders, and gradually its use as a drink spread throughout the Middle East. It’s also known that in 1522, in the Turkish city of Constantinople, which was the centre of the Ottoman Empire, the court physician approved its use as a medicine.

By the mid-1500s, coffee bushes were being cultivated in the Yemen and for the next hundred years this region produced most of the coffee drunk in Africa and the Arab world.

What’s particularly interesting about coffee is its effect on social life. It was rarely drunk at home, but instead people went to coffee houses to drink it. These people, usually men, would meet to drink coffee and chat about issues of the day. But at the time, this chance to share ideas and opinions was seen as something that was potentially dangerous, and in 1623 the ruler of Constantinople demanded the destruction (Q31) of all the coffee houses in the city. although after his death many new ones opened, and coffee consumption continued. In the seventeenth century, coffee drinking spread to Europe, and here too coffee shops became places where ordinary people, nearly always men, could meet to exchange ideas. Because of this, some people said that these places performed a similar function to universities (Q32). The opportunity they provided for people to meet together outside their own homes and to discuss the topics of the day had an enormous impact on social life, and many social movements and political (Q33) developments had their origins in coffee house discussions.

In the late 1600s, the Yemeni monopoly on coffee production broke down and coffee production started to spread around the world, helped by European colonisation. Europeans set up coffee plantations in Indonesia and the Caribbean and production of coffee in the colonies skyrocketed. Different types of coffee were produced in different areas, and it’s interesting that the names given to these different types, like Mocha or Java coffee, were often taken from the port (Q34) they were shipped to Europe from. But if you look at the labour system in the different colonies, there were some significant differences.

In Brazil and the various Caribbean colonies, coffee was grown in huge plantations and the workers there were almost all slaves (Q35). But this wasn’t the same in all colonies; for example in Java, which had been colonised by the Dutch, the peasants grew coffee and passed a proportion of this on to the Dutch, so it was used as a means of taxation (Q36). But whatever system was used, under the European powers of the eighteenth century, coffee production was very closely linked to colonisation. Coffee was grown in ever-increasing quantities to satisfy the growing demand from Europe, and it became nearly as important as sugar (Q37) production, which was grown under very similar conditions. However, coffee prices were not yet low enough for people to drink it regularly at home, so most coffee consumption still took place in public coffee houses and it still remained something of a luxury item. In Britain, however, a new drink was introduced from China, and started to become popular, gradually taking over from coffee, although at first it was so expensive that only the upper classes could afford it. This was tea (Q38), and by the late 1700s it was being widely drunk. However, when the USA gained independence from Britain in 1776. they identified this drink with Britain, and coffee remained the preferred drink in the USA, as it still is today.

So, by the early nineteenth century, coffee was already being widely produced and consumed. But during this century, production boomed and coffee prices started to fall. This was partly because new types of transportation (Q39) had been developed which were cheaper and more efficient. So now, working people could afford to buy coffee – it wasn’t just a drink for the middle classes. And this was at a time when large parts of Europe were starting to work in industries. And sometimes this meant their work didn’t stop when it got dark: they might have to continue throughout the night (Q40). So, the use of coffee as a stimulant became important – it wasn’t just a drink people drank in the morning, for breakfast.

There were also changes in cultivation ……

剑桥雅思13 Test4 Section4雅思听力答案

31. destruction

32. universities/university

33. political

34. port(s)

35. slaves/slavery

36. taxation

37. sugar

38. tea

39. transportation

40. night

剑桥雅思13Test4Section3听力原文与答案 Labels give nutritional information on food packaging

剑桥雅思13听力第四套题目第三部分的主题为食物包装上的标签。录音一开始先描述了Jack和Alice在开始该项目之前的认知，然后讨论了目前食物标签所存在的问题，最后又集中讨论了一种特定的食物标签方式。下面是这段录音对应的原文。

点击查看这篇雅思听力中需要大家掌握的重点词汇：雅思备考听力篇 剑13 test 4 section 3 雅思听力高频词汇

剑桥雅思13 test4 section3雅思听力原文

JACK: I’ve still got loads to do for our report on nutritional food labels.

ALICE: Me too. What did you learn from doing the project about your own shopping habits?

JACK: Well, I’ve always had to check labels for traces of peanuts in everything I eat because of my allergy. But beyond that I’ve never really been concerned enough to check how healthy a product is (Q21).

ALICE: This project has actually taught me to read the labels much more carefully. I tended to believe claims on packaging like ‘low in fat’. But I now realise that the ‘healthy’ yoghurt I’ve bought for years is full of sugar and that it’s actually quite high in calories (Q22).

JACK: Ready meals are the worst… comparing the labels on supermarket pizzas was a real eye-opener. Did you have any idea how many calories they contain? I was amazed.

ALICE: Yes, because unless you read the label really carefully, you wouldn’t know that the nutritional values given are for half a pizza (Q23).

JACK: When most people eat the whole pizza. Not exactly transparent is it?

ALICE: Not at all. But I expect it won’t stop you from buying pizza?

JACK: Probably not, no! I thought comparing the different labelling systems used by food manufacturers was interesting. I think the kind of labelling system used makes a big difference.

ALICE: Which one did you prefer?

JACK: I liked the traditional daily value system best – the one which tells you what proportion of your required daily intake of each ingredient the product contains. I’m not sure it’s the easiest for people to use but at least you get the full story (Q24). I like to know all the ingredients in a product – not just how much fat, salt and sugar they contain.

ALICE: But it’s good supermarkets have been making an effort to provide reliable information for customers.

JACK: Yes. There just needs to be more consistency between labelling systems used by different supermarkets, in terms of portion sizes, etc.

ALICE: Mmm. The labels on the different brands of chicken flavour crisps were quite revealing too, weren’t they?

JACK: Yeah. I don’t understand how they can get away with calling them chicken flavour when they only contain artificial additives.

ALICE: I know. I’d at least have expected them to contain a small percentage of real chicken (Q25).

JACK: Absolutely.

ALICE: I think having nutritional food labeling has been a good idea, don’t you? I think it will change people’s behaviour and stop mothers, in particular, buying the wrong things.

JACK: But didn’t that study kind of prove the opposite? People didn’t necessarily stop buying unhealthy products.

ALICE: They only said that might be the case. Those findings weren’t that conclusive (Q26) and it was quite a small-scale study. I think more research has to be done.

JACK: Yes, I think you’re probably right.

JACK: What do you think of the traffic-light system?

ALICE: I think supermarkets like the idea of having a colour-coded system – red, orange or green – for levels of fat, sugar and salt in a product.

JACK: But it’s not been adopted universally. And not on all products. Why do you suppose that is?

ALICE: Pressure from the food manufacturers. Hardly surprising that some of them are opposed to flagging up how unhealthy their products are.

JACK: I’d have thought it would have been compulsory. It seems ridiculous it isn’t (Q27).

ALICE: I know. And what I couldn’t get over is the fact that it was brought in without enough consultation (Q28) – a lot of experts had deep reservations about it.

JACK: That is a bit weird. I suppose there’s an argument for doing the research now when consumers are familiar with this system.

ALICE: Yeah, maybe.

JACK: The participants in the survey were quite positive about the traffic-light system.

ALICE: Mmm. But I don’t think they targeted the right people. They should have focused on people with low literacy levels because these labels are designed to be accessible to them.

JACK: Yeah. But it’s good to get feedback from all socio-economic groups (Q29). And there wasn’t much variation in their responses.

ALICE: No. But if they hadn’t interviewed participants face-to-face, they could have used a much bigger sample size (Q30). I wonder why they chose that method?

JACK: Dunno. How were they selected? Did they volunteer or were they approached?

ALICE: I think they volunteered. The thing that wasn’t stated was how often they bought packaged food – all we know is how frequently they used the supermarket.

剑桥雅思13 Test4 Section3雅思听力答案

21. A

22. A

23. C

24. C

25. B

26. A

27-28. BC

29-30. DE

剑桥雅思13Test4Section2听力原文与答案 The Snow Centre

剑桥雅思13听力第四套题目第二部分介绍了某个滑雪中心，具体内容包括滑雪时的注意事项，狗拉雪橇，比赛奖励，住宿费用所包含的项目，遇到暴风雪时的应对，以及不同路线的特点。下面是这段听力音频对应的原文。

点击查看这篇雅思听力中需要大家掌握的重点词汇：

雅思备考听力篇 剑13 test 4 section 2 雅思听力高频词汇

剑桥雅思13 test4 section2雅思听力原文

Hi everyone, welcome to the Snow Centre. My name’s Annie. I hope you enjoyed the bus trip from the airport – we’ve certainly got plenty of snow today! Well, you’ve come to New Zealand’s premier snow and ski centre, and we’ve a whole load of activities for you during your week here.

Most visitors come here for the cross-country skiing, where you’re on fairly flat ground for most of the time, rather than going down steep mountainsides. There are marked trails, but you can also leave these and go off on your own and that’s an experience not to be missed (Q11). You can go at your own speed – it’s great aerobic exercise if you really push yourself, or if you prefer you can just glide gently along and enjoy the beautiful scenery.

This afternoon, you’ll be going on a dog-sled trip. You may have seen our dogs on TV recently racing in the winter sled festival. If you want, you can have your own team for the afternoon and learn how to drive them (Q12), following behind our leader on the trail. Or if you’d prefer, you can just sit back in the sled and enjoy the ride as a passenger.

At the weekend, we have the team relay event, and you’re all welcome to join in. We have a local school coming along, and a lot of the teachers are taking part too. Participation rather than winning is the main focus, and there’s a medal for everyone who takes part (Q13). Participants are in teams of two to four, and each team must complete four laps of the course.

For your final expedition, you’ll head off to Mount Frenner wearing a pair of special snow shoes which allow you to walk on top of the snow. This is an areawhere miners once searched for gold, though there are very few traces of their work left now. When the snow melts in summer, the mountain slopes are carpeted in flowers and plants. It’s a long ascent. though not too steep, and walkers generally take a couple of days to get to the summit and return (Q14).

You’ll spend the night in our hut half-way up the mountain. That’s included in your package for the stay. It’s got cooking facilities, firewood and water for drinking (Q15). For washing, we recommend you use melted snow, though, to conserve supplies. We can take your luggage up on our snowmobile for you for just ten dollars a person. The hut has cooking facilities so you can make a hot meal in the evening and morning, but you need to take your own food.

The weather on Mount Frenner can be very stormy. In that case, stay in the hut – generally the storms don’t last long (Q16). Don’t stress about getting back here to the centre in time to catch the airport bus – they’ll probably not be running anyway. We do have an emergency locator beacon in the hut but only use that if it’s a real emergency, like if someone’s ill or injured.

Now, let me tell you something about the different ski trails you can follow during your stay here. Highland Trail’s directly accessible from where we are now. This trail’s been designed to give first-timers an experience they’ll enjoy regardless of their age or skill, but it’s also ideal for experts to practise their technique (Q17).

Then there’s Pine Trail… if you’re nervous about skiing, leave this one to the experts! You follow a steep valley looking right down on the river below – scary! But if you’ve fully mastered the techniques needed for hills, it’s great fun (Q18).

Stony Trail’s a good choice once you’ve got a general idea of the basics. There are one or two tricky sections, but nothing too challenging. There’s a shelter half-way where you can sit and take a break and enjoy the afternoon sunshine (Q19).

And finally, Loser’s Trail. This starts off following a gentle river valley but the last part is quite exposed so the snow conditions can be challenging – if it’s snowing or windy, check with us before you set out to make sure the trail’s open that day (Q20).

Right, so now if you’d like to follow me, we’ll get started …

剑桥雅思13 Test4 Section2雅思听力答案

11. A

12. B

13. A

14. C

15. A

16. B

17. B

18. D

19. A

20. E

剑桥雅思13Test4Section1听力原文与答案 Alex’s Training

剑桥雅思13听力第四套题目第 一部分的主题为Alex曾经所接受过的一个培训。具体内容包括：培训所在的部门，学校中所学科目，一起培训的同僚，参加该培训的好处，以及面试的一些建议等。下面是这段音频对应的原文以及题目的答案。

点击查看这篇雅思听力中需要大家掌握的重点词汇：雅思备考听力篇 剑13 test 4 section 1 雅思听力高频词汇

剑桥雅思13 test4 section1雅思听力原文

MARTHA: Hi Alex. It’s Martha Clines here. James White gave me your number. I hope you don’t mind me calling you.

ALEX: Of course not. How are you, Martha?

MARTHA: Good thanks. I’m ringing because I need a bit of advice.

ALEX: Oh yeah. What about?

MARTHA: The training you did at JPNW a few years ago. I’m applying for the same thing.

ALEX: Oh right. Yes, I did mine in 2014. Best thing I ever did. I’m still working there. Example

MARTHA: Really? What are you doing?

ALEX: Well, now I work in the customer services department but I did my initial training in Finance (Q1). I stayed there for the first two years and then moved to where I am now.

MARTHA: That’s the same department I’m applying for. Did you enjoy it?

ALEX: I was pretty nervous to begin with. I didn’t do well in my exams at school and I was really worried because I failed Maths (Q2). But it didn’t actually matter because I did lots of courses on the job.

MARTHA: Did you get a diploma at the end of your trainee period? I’m hoping to do the one in business (Q3) skills.

ALEX: Yes. That sounds good. I took the one on IT skills but I wish I’d done that one instead.

MARTHA: OK, that’s good to know. What about the other trainees? How did you get on with them?

ALEX: There were about 20 of us who started at the same time and we were all around the same age -I was 18 and there was only one person younger than me. who was 17 (Q4). The rest were between 18 and 20. I made some good friends.

MARTHA: I’ve heard lots of good things about the training at JPNW. It seems like there are a lot of opportunities there.

ALEX: Yeah, definitely. Because of its size you can work in loads of different areas within the organisation.

MARTHA: What about pay? I know you get a lower minimum wage than regular employees.

ALEX: That’s right – which isn’t great. But you get the same number of days’ holiday (Q5) as everyone else. And the pay goes up massively if they offer you a job at the end of the training period.

MARTHA: Yeah, but I’m not doing it for the money – it’s the experience I think will be really useful. Everyone says by the end of the year you gain so much confidence.

ALEX: You’re right. That’s the most useful part about it. There’s a lot of variety too. You’re given lots of different things to do. I enjoyed it all – I didn’t even mind the studying.

MARTHA: Do you have to spend any time in college (Q6)?

ALEX: Yes, one day each month. So you get lots of support from both your tutor and your manager.

MARTHA: That’s good. And the company is easy to get to, isn’t it?

ALEX: Yes, it’s very close to the train station so the location’s (Q7) a real advantage.

ALEX: Have you got a date for your interview yet?

MARTHA: Yes, it’s on the 23rd of this month.

ALEX: So long as you’re well prepared there’s nothing to worry about. Everyone’s very friendly.

MARTHA: I am not sure what I should wear. What do you think?

ALEX: Nothing too casual – like jeans (Q8), for example. If you’ve got a nice jacket, wear that with a skirt or trousers.

MARTHA: OK. Thanks. Any other tips?

ALEX: Erm, well I know it’s really obvious but arrive in plenty of time. They hate people who are late (Q9). So make sure you know exactly where you have to get to. And one other useful piece of advice my manager told me before I had the interview for this job – is to smile (Q10). Even if you feel terrified. It makes people respond better to you.

MARTHA: I’ll have to practise doing that in the mirror!

ALEX: Yeah – well, good luck. Let me know if you need any more information.

MARTHA: Thanks very much.

剑桥雅思13 Test4 Section1雅思听力答案

1. Finance

2. Maths/Math/Mathematics

3. business

4. 17

5. holiday(s)/vacation(s)

6. college

7. location

8. jeans

9. late

10. smile

剑桥雅思13Test3Section4听力原文与答案 The Sleepy Lizard (tiliqua rugosa)

剑桥雅思13听力第三套题目第四部分介绍了一种蜥蜴，具体内容包括它的地理分布，颜色，体型，饮食，天敌，如何寻找方向，以及人们所进行的各项研究。下面是这段听力音频对应的原文。

点击查看这篇雅思听力中需要大家掌握的重点词汇：雅思备考听力篇 剑13 test 3 section 4 雅思听力高频词汇

剑桥雅思13 test3 section4雅思听力原文

Last week, we started looking at reptiles, including crocodiles and snakes. Today, I’d like us to have a look at another reptile – the lizard – and in particular, at some studies that have been done on a particular type of lizard whose Latin name is tiliqua rugosa. This is commonly known as the sleepy lizard, because it’s quite slow in its movements and spends quite a lot of its time dozing under rocks or lying in the sun.

I’ll start with a general description. Sleepy lizards live in Western and South Australia, where they’re quite common. Unlike European lizards, which are mostly small, green and fast-moving, sleepy lizards are brown, but what’s particularly distinctive about them is the colour of their tongue (Q31), which is dark blue, in contrast with the lining of their mouth which is bright pink. And they’re much bigger than most European lizards. They have quite a varied diet, including insects and even small animals, but they mostly eat plants (Q32) of varying kinds.

Even though they’re quite large and powerful, with strong jaws that can crush beetles and snail shells, they still have quite a few predators. Large birds like cassowaries were one of the main ones in the past, but nowadays they’re more likely to be caught and killed by snakes (Q33). Actually, another threat to their survival isn’t a predator at all, but is man-made – quite a large number of sleepy lizards are killed by cars when they’re trying to cross highways.

One study carried out by Michael Freake at Flinders University investigated the methods of navigation of these lizards. Though they move slowly, they can travel quite long distances. And he found that even if they were taken some distance away from their home territory, they could usually find their way back home as long as they could see the sky (Q34) – they didn’t need any other landmarks on the around.

Observations of these lizards in the wild have also revealed that their mating habits are quite unusual. Unlike most animals, it seems that they’re relatively monogamous, returning to the same partner (Q35) year after year. And the male and female also stay together for a long time, both before and after the birth of their young.

It’s quite interesting to think about the possible reasons for this. It could be that it’s to do with protecting their young – you’d expect them to have a much better chance of survival if they have both parents around. But in fact observers have noted that once the babies have hatched out of their eggs, they have hardly any contact (Q36) with their parents. So, there’s not really any evidence to support that idea.

Another suggestion’s based on the observation that male lizards in monogamous relationships tend to be bigger and stronger than other males. So maybe the male lizards stay around so they can give the female lizards protection (Q37) from other males. But again, we’re not really sure.

Finally, I’d like to mention another study that involved collecting data by tracking the lizards. I was actually involved in this myself. So we caught some lizards in the wild and we developed a tiny GPS system that would allow us to track them, and we fixed this onto their tails (Q38). Then we set the lizards free again, and we were able to track them for twelve days and gather data, not just about their location, but even about how many steps (Q39) they took during this period.

One surprising thing we discovered from this is that there were far fewer meetings between lizards than we expected – it seems that they were actually trying to avoid one another. So why would that be? Well, again we have no clear evidence, but one hypothesis is that male lizards can cause quite serious injuries (Q40) to one another, so maybe this avoidance is a way of preventing this – of self-preservation if you like. But we need to collect a lot more data before we can be sure of any of this.

剑桥雅思13 Test3 Section4雅思听力答案

31. tongue(s)

32. plants

33. snakes

34. sky

35. partner(s)

36. contact

37. protection

38. tail(s)

39. steps

40. injury/injuries

剑桥雅思13Test3Section3听力原文与答案 project on using natural dyes to colour fabrics

剑桥雅思13听力第三套题目第三部分的主题为利用天然染料染色。具体内容包括Jim选择这一项目的原因，其所包含的内容，具体发现，遇到的问题，以及各种染料的特点。下面是这段听力音频对应的原文。

点击查看这篇雅思听力中需要大家掌握的重点词汇：雅思备考听力篇 剑13 test 3 section 3 雅思听力高频词汇

剑桥雅思13 test3 section3雅思听力原文

TUTOR: OK, Jim. You wanted to see me about your textile design project.

JIM: That’s right. I’ve been looking at how a range of natural dyes can be used to colour fabrics like cotton and wool.

TUTOR: Why did you choose that topic?

JIM: Well, I got a lot of useful ideas from the museum, you know, at that exhibition of textiles. But I’ve always been interested in anything to do with colour. Years ago, I went to a carpet shop with my parents when we were on holiday in Turkey, and I remember all the amazing colours (Q21).

TUTOR: They might not all have been natural dyes.

JIM: Maybe not, but for the project I decided to follow it up. And I found a great book about a botanic garden in California that specialises in plants used for dyes.

TUTOR: OK. So, in your project, you had to include a practical investigation.

JIM: Yeah. At first I couldn’t decide on my variables. I was going to just look at one type of fibre for example, like cotton …

TUTOR: … and see how different types of dyes affected it?

JIM: Yes. Then I decided to include others as well, so I looked at cotton and wool and nylon (Q22).

TUTOR: With just one type of dye?

JIM: Various types, including some that weren’t natural, for comparison.

TUTOR: OK.

JIM: So, I did the experiments last week. I used some ready-made natural dyes, I found a website which supplied them, they came in just a few days, but I also made some of my own.

TUTOR: That must have taken quite a bit of time.

JIM: Yes, I’d thought it’d just be a matter of a teaspoon or so of dye, and actually that wasn’t the case at all. Like I was using one vegetable, beetroot, for a red dye, and I had to chop up a whole pile of it (Q23). So it all took longer than I’d expected.

TUTOR: One possibility is to use food colourings.

JIM: I did use one. That was a yellow dye, an artificial one.

TUTOR: Tartrazine?

JIM: Yeah. I used it on cotton first. It came out a great colour, but when I rinsed the material, the colour just washed away (Q24). I’d been going to try it out on nylon, but I abandoned that idea.

TUTOR: Were you worried about health issues?

JIM: I’d thought if it’s a legal food colouring, it must be safe.

TUTOR: Well, it can occasionally cause allergic reactions, I believe.

TUTOR: So what natural dyes did you look at?

JIM: Well, one was turmeric. The colour’s great, it’s a really strong yellow. It’s generally used in dishes like curry.

TUTOR: It’s meant to be quite good for your health when eaten, but you might find it’s not permanent when it’s used as a dye – a few washes, and it’s gone (Q25).

JIM: Right. I used beetroot as a dye for wool. When I chop up beetroot to eat I always end up with bright red hands, but the wool ended up just a sort of watery cream shade (Q26). Disappointing.

TUTOR: There’s a natural dye called Tyrian purple. Have you heard of that?

JIM: Yes. It comes from a shellfish, and it was worn in ancient times but only by important people as it was so rare. I didn’t use it.

TUTOR: It fell out of use centuries ago (Q27). though one researcher managed to get hold of some recently. But that shade of purple can be produced by chemical dyes nowadays. Did you use any black dyes?

JIM: Logwood. That was quite complicated. I had to prepare the fabric so the dye would take.

TUTOR: I hope you were careful to wear gloves.

JIM: Yes. I know the danger with that dye.

TUTOR: Good. It can be extremely dangerous if it’s ingested (Q28). Now, presumably you had a look at an insect-based dye? Like cochineal, for example?

JIM: Yes. I didn’t actually make that, I didn’t have time to start crushing up insects to get the red colour and anyway they’re not available here, but I managed to get the dye quite easily from a website. But it cost a fortune (Q29). I can see why it’s generally just used in cooking, and in small quantities.

TUTOR: Yes, it’s very effective, but that’s precisely why it’s not used as a dye.

JIM: I also read about using metal oxide. Apparently you can allow iron to rust while it’s in contact with the fabric, and that colours it.

TUTOR: Yes, that works well for dying cotton. But you have to be careful as the metal can actually affect the fabric (Q30) and so you can’t expect to get a lot of wear out of fabrics treated in this way. And the colours are quite subtle, not everyone likes them. Anyway, it looks as if you’ve done a lot of work …

剑桥雅思13 Test3 Section3雅思听力答案

21. C

22. A

23. A

24. B

25. C

26. F

27. H

28. D

29. A

30. E

剑桥雅思13Test3Section2听力原文与答案 physical activities

剑桥雅思13听力第三套题目第二部分的主题为健身中心介绍。具体内容包括跑步、游泳、骑行、瑜伽等各项运动的优点，人们放弃前往健身房的原因，以及一些关于设立目标的建议。下面是这段音频对应的录音原文。

点击查看这篇雅思听力中需要大家掌握的重点词汇：雅思备考听力篇 剑13 test 3 section 2 雅思听力高频词汇

剑桥雅思13 test2 section2雅思听力原文

So if you’re one of those people who hasn’t found the perfect physical activity yet – here are some things to think about which might help you make the right decision for you.

The first question to ask yourself is whether you would enjoy training in a gym. Many people are put off by the idea of having to fit a visit to the gym into their busy day – you often have to go very early or late as some gyms can get very crowded. But with regular training you’ll see a big difference in a relatively short space of time (Q11).

Running has become incredibly popular in recent years. That’s probably got a lot to do with the fact that it’s a very accessible form of exercise – anyone can run – even if you can only run a few metres to begin with (Q12). But make sure you get the right shoes – it’s worth investing in a high quality pair and they don’t come cheap. Another great thing about running is that you can do it at any time of day or night – the only thing that may stop you is snow and ice.

Swimming is another really good way to build fitness. What attracts many people is that you can swim in an indoor pool at any time of year (Q13). On the other hand, it can be quite boring or solitary – it’s hard to chat to people while you’re swimming lengths.

Cycling has become almost as popular as running in recent years. That’s probably because as well as improving their fitness, many people say being out in the fresh air in a park or in the countryside can be fun (Q14), provided the conditions are right, of course – only fanatics go out in the wind and rain!

Yoga is a good choice for those of you looking for exercise which focuses on developing both a healthy mind and body. It’s a good way of building strength and with the right instructor, there’s less chance of hurting yourself than with other more active sports (Q15). But don’t expect to find it easy – it can be surprisingly challenging, especially for people who aren’t very flexible.

Getting a personal trainer is a good way to start your fitness programme. Obviously there can be significant costs involved. But if you’ve got someone there to encourage you and help you achieve your goals, you’re less likely to give up (Q16). Make sure you get someone with a recognised qualification, though, or you could do yourself permanent damage.

Whatever you do, don’t join a gym unless you’re sure you’ll make good use of it. So many people waste lots of money by signing up for membership and then hardly ever go. What happens to their good intentions? I don’t think people suddenly stop caring about improving their fitness, or decide they have more important things to do. I think people lose interest when they don’t think they’re making enough progress (Q17). That’s when they give up hope and stop believing they’ll ever achieve their goals. Also, what people sometimes don’t realise when they start is that it takes a lot of determination and hard work to keep training week after week (Q18) and lots of people don’t have that kind of commitment.

One thing you can do to help yourself is to set manageable goals – be realistic and don’t push yourself too far (Q19). Some people advise writing goals down, but I think it’s better to have a flexible approach. Give yourself a really nice treat every time you reach one of your goals (Q20). And don’t get too upset if you experience setbacks – it’s a journey – there are bound to be difficulties along the way.

剑桥雅思13 Test3 Section2雅思听力答案

11. F

12. D

13. A

14. B

15. C

16. G

17-18. BC

19-20. BD

剑桥雅思13Test3Section1听力原文与答案 Moving to Banford City

剑桥雅思13听力第三套题目第 一部分的主题为一名男性咨询搬去Banford的各项事务。具体内容包括租金多少，各种交通方式，居住在该城市的好处，以及跟Linda见面的时间和地点。下面是这段音频对应的录音原文。

点击查看这篇雅思听力中需要大家掌握的重点词汇：雅思备考听力篇 剑13 test 3 section 1 雅思听力高频词汇

剑桥雅思13 test3 section1雅思听力原文

LINDA: Hello, LINDA speaking.

MATT: Oh hi, LINDA. This is Matt Brooks. Alex White gave me your number. He said you’d be able to give me some advice about moving to Banford.

LINDA: Yes, Alex did mention you. How can I help?

MATT: Well, first of all – which area to live in?

LINDA: Well, I live in Dalton, which is a really nice suburb – not too expensive, and there’s a nice park. Example

MATT: Sounds good. Do you know how much it would be to rent a two bedroom flat there?

LINDA: Yeah, you should be able to get something reasonable for 850 (Q1) pounds per month. That’s what people typically pay. You certainly wouldn’t want to pay more than 900 pounds. That doesn’t include bills or anything.

MATT: No. That sounds alright. I’ll definitely have a look there. Are the transport links easy from where you live?

LINDA: Well, I’m very lucky. I work in the city centre so I don’t have to use public transport. I go by bike (Q2).

MATT: Oh, I wish I could do that. Is it safe to cycle around the city?

LINDA: Yes, it’s fine. And it keeps me fit. Anyway, driving to work in the city centre would be a nightmare because there’s hardly any parking (Q3). And the traffic during the rush hour can be bad.

MATT: I’d be working from home but I’d have to go to London one or two days a week.

LINDA: Oh, that’s perfect. Getting to London is no problem. There’s a fast train every 30 (Q4) minutes which only takes 45 minutes.

MATT: That’s good.

LINDA: Yeah, the train service isn’t bad during the week. And they run quite late at night. It’s weekends (Q5) that are a problem. They’re always doing engineering work and you have to take a bus to Hadham and pick up the train there, which is really slow. But other than that, Banford’s a great place to live. I’ve never been happier.

LINDA: There are some nice restaurants in the city centre and a brand new cinema (Q6) which has only been open a couple of months. There’s a good arts centre too. Q6

MATT: Sounds like Banford’s got it all.

LINDA: Yes! We’re really lucky. There are lots of really good aspects to living here. The schools are good and the hospital (Q7) here is one of the best in the country. Everyone I know who’s been there’s had a positive experience. Oh, I can give you the name of my dentist (Q8) too in Bridge Street, if you’re interested. I’ve been going to him for years and I’ve never had any problems.

MATT: Oh, OK. Thanks!

LINDA: I’ll find his number and send it to you.

MATT: Thanks, that would be really helpful.

LINDA: Are you planning to visit Banford soon?

MATT: Yes. My wife and I are both coming next week. We want to make some appointments with estate agents.

LINDA: I could meet you if you like and show you around.

MATT: Are you sure? We’d really appreciate that.

LINDA: Either a Tuesday or Thursday is good for me. after 5.30.

MATT: Thursday’s (Q9) preferable – Tuesday I need to get home before 6 pm.

LINDA: OK. Great. Let me know which train you’re catching and I’ll meet you in the café (Q10) outside. You can’t miss it. It’s opposite the station and next to the museum. Q10

MATT: Brilliant. I’ll text you next week then. Thanks so much for all the advice.

LINDA: No problem. I’ll see you next week.

剑桥雅思13 Test3 Section1雅思听力答案

1. 850

2. bike/bicycle

3. parking

4. 30/thirty

5. weekend(s)

6. cinema

7. hospital

8. dentist

9. Thursday

10. cafe

剑桥雅思13Test2Section4听力原文与答案 Episodic Memory

剑桥雅思13听力第二套题目第四部分的主题为Episodic Memory。具体内容包括这种记忆的定义，与semantic memory的区别，以及形成该记忆的三个阶段。下面是这段音频对应的录音原文。

点击查看这篇雅思听力中需要大家掌握的重点词汇：雅思备考听力篇 剑13 test 2 section 4 雅思听力高频词汇

剑桥雅思13 test2 section4雅思听力原文

Today, we’ll be continuing the series of lectures on memory by focusing on what is called episodic memory and what can happen if this is not working properly.

Episodic memory refers to the memory of an event or ‘episode’. Episodic memories allow us to mentally travel back in time to an event from the past. Episodic memories include various details about these events, for example, when an event happened and other information such as the location (Q31). To help understand this concept, try to remember the last time you ate dinner at a restaurant. The ability to remember where you ate, who you were with and the items you ordered are all features of an episodic memory.

Episodic memory is distinct from another type of memory called semantic memory. This is the type of factual memory that we have in common with everyone else – that is your general knowledge of the world (Q32). To build upon a previous example, remembering where you parked your car is an example of episodic memory, but your understanding of what a car is and how an engine works are examples of semantic memory. Unlike episodic memory, semantic memory isn’t dependent on recalling personal (Q33) experiences.

Episodic memory can be thought of as a process with several different steps of memory processing: encoding, consolidation and retrieval.

The initial step is called encoding. This involves the process of receiving and registering information, which is necessary for creating memories of information or events that you experience. The degree to which you can successfully encode information depends on the level of attention (Q34) you give to an event while it’s actually happening. Being distracted can make effective encoding very difficult. Encoding of episodic memories is also influenced by how you process the event. For example, if you were introduced to someone called Charlie. you might make the connection that your uncle has the same name (Q35). Future recollection of Charlie’s name is much easier if you have a strategy to help you encode it.

Memory consolidation, the next step in forming an episodic memory, is the process by which memories of encoded information are strengthened, stabilised and stored to facilitate later retrieval. Consolidation is most effective when the information being stored can be linked to an existing network (Q36) of information. Consolidation makes it possible for you to store memories for later retrieval indefinitely. Forming strong memories depends on the frequency (Q37) with which you try to retrieve them. Memories can fade or become harder to retrieve if they aren’t used very often.

The last step in forming episodic memories is called retrieval, which is the conscious recollection of encoded information. Retrieving information from episodic memory depends upon semantic, olfactory, auditory and visual factors. These help episodic memory retrieval by acting as a prompt. For example, when recalling where you parked your car you may use the colour (Q38) of a sign close to where you parked. You actually have to mentally travel back to the moment you parked.

There are a wide range of neurological diseases and conditions that can affect episodic memory. These range from Alzheimer’s to schizophrenia to autism. An impairment of episodic memory can have a profound effect on individuals’ lives. For example, the symptoms of schizophrenia can be reasonably well controlled by medication; however, patients’ episodic memory may still be impaired and so they are often unable to return to university or work. Recent studies have shown that computer-assisted games designed to keep the brain (Q39) active can help improve their episodic memory.

Episodic memories can help people connect with others, for instance by sharing intimate details about their past: something individuals with autism often have problems with. This may be caused by an absence of a sense of self (Q40). This is essential for the storage of episodic memory, and has been found to be impaired in children with autism. Research has shown that treatments that improve memory may also have a positive impact on children’s social development.

剑桥雅思13 Test2 Section4雅思听力答案

31. location

32. world

33. personal

34. attention

35. name

36. network

37. frequency

38. colour/color

39. brain

40. self