2024年12月07日雅思考试已经结束, 那这次考试阅读都考了哪些内容呢？本文为大家整理了2024年12月07日雅思考试题阅读回忆及答案，希望对大家的备考有所帮助。

　　 阅读

　　一、 考试概述：

　　本场考试三篇两旧一新，难度高。第一篇考黑洞，难度不低;第二篇仍旧考察心理学，讨论记忆力和年龄，难度也比较高;第三篇关于教学，算是第三篇里比较友好的主题。

　　二、具体题目分析：

　　Passage One：

　　n 文章题材：说明文(科技类)

　　n 文章题目：黑洞

　　n 文章难度：★★★

　　n 题型及数量：句子首尾匹配+单选+判断

　　Cosmic Black Hole

　　In 1687, the English scientist Isaac Newton published his monumental work, Philosophiae Naturalis Principia Mathematica (Mathematical Principles of Natural Philosophy), containing his theory of gravitation and the mathematics to support it. in essence, Newton's law of gravitation stated that the gravitational force between two objects, for example, two astronomical bodies, is directly proportional to their masses. Astronomers found that it accurately predicted all the observable data that science at that time was able to collect, with one exception- a very slight variation in the orbit of the planet Mercury around the sun. It was 228 years before anyone was able to offer a refinement of Newton's law that accounted for the shape of Mercury's orbit. In 1915, Albert Einstein's general theory of relativity was published. Using the equations of general relativity, he calculated the shape of Mercury's orbit. The results predicted astronomical observations exactly and provided the first proof of his theory. Expressing it very simplistically, the general theory of relativity presumes that both matter and energy can distort space-time and cause it to curve. What we commonly call gravity is in fact the effect of that curvature.

　　Among other phenomena, Einstein's theory predicted the existence of black holes, although initially, he had doubts about their existence. Black holes are areas in space where the gravitational field is so strong that nothing can escape them. Because of the immense gravitational pull, they consume all the light that comes near them, and thus they are black." in fact, neither emitting nor reflecting light, they are invisible. Due to this, they can be studied only by inference based on observations of their effect on the matter- both stars and Gasses- around them and by computer simulation. In particular, when gases are being pulled into a black hole, they can reach temperatures up to 1,000 times the heat of the sun and becomes an intensely glowing source of X rays Surrounding each black hole is an "event horizon," which defines the area over which the gravitational force of the black hole operates. Anything passing over the lip of the event horizon is pulled into the black hole. Because observations of event horizons are difficult due to their relatively small size, even less is known about them than about black holes themselves. Black holes exist in three sizes. Compact ones, called star-mass black holes and which have been known to exist for some time, are believed to be the result of the death of a single star. When a star has consumed itself to the point that it no longer has the energy to support its mass, the core collapses and forms a black hole. Shock waves then bounce out, causing the shell of the star to explode. In a way that is not yet understood, the black hole may then reeneffize and create multiple explosions within the first few minutes of its existence. So-called supermassive black holes, also well documented, contain the mass of millions or even billions of stars. And just recently one intermediate black hole, with about 500 times the mass of the sun, has been discovered. Scientists have postulated that the intermediate black hole may provide a "missing link in understanding the evolution of black holes.

　　Current scientific data suggest that black holes are fairly common and lie at the center of most galaxies. Based on indirect evidence gained using X-ray telescopes, thousands of black holes

　　have been located in our galaxy and beyond. The blagk hole at the center of the Milky Way, known as Sagittarius A* (pronounced "A-star*), is a supermassive one, containing roughly four million times the mass of our sun. Astronomers suggest that orbiting around Sagittarius A*, 26,000 light-years from Earth, maybe as many as tens of thousands of smaller black holes. One possible theory to explain this is that a process called dynamical friction" is causing stellar black holes to sink toward the center of the galaxy. It is thought that the first black holes came into existence not long after the big bang. Newly created clouds of gases slowly coalesced into the first stars. As these early stars collapsed, they gave rise to the first black holes. A number of theories proposed that the first black holes were essential "seeds," which then gravitationally attracted and consumed enormous quantities of matter found in adjacent gas clouds and dust. This allowed them to grow into the supermassive black holes that now sit in the centers of galaxies. However, a new computer simulation proposes that such growth was minimal. When the simulated star collapsed and formed a black hole, there was very little matter anywhere near the black hole's event horizon. Being in essence "starved," it grew by less than 1 percent over the course of its first hundred million years. The new simulations do not definitively invalidate the seed theory, but they make it far less likely. On the other hand, it is known that black holes existed a billion times more massive than our sun did exist in the early universe. Researchers have yet to discover how these supermassive black holes were formed in such a short time, and the origin of these giants poses one of the most fundamental questions in astrophysics. It has become practically a hallmark of the research on black holes that with each new study. more is known, more theories are generated, and yet more questions are raised than answered.

　　Questions 28—34

　　Complete each sentence with the correct ending, A—N, below.

　　Write the correct letter, A —N, on lines 28—34 on your answer sheet.

　　28 Newton’s law of gravitation

　　29 Einstein’s theory of relativity

　　30 We define black holes as areas that have

　　31 Scientists study black holes

　　32 Gases that are pulled into a black hole

　　33 Event horizons are

　　34 Compact black holes occur

　　A. by observing the matter around them.

　　B. suggested the presence of black holes in outer space.

　　C. when a single star collapses.

　　D. difficult to study.

　　E. barely visible light.

　　F. an inescapable gravitational pull.

　　G. did not apply to most astronomical bodies.

　　H. by direct observation.

　　I. could not explain Mercury’s path around the sun.

　　J. caused doubt about the existence of black holes.

　　K. lose visibility.

　　L. become very hot.

　　M. with large event horizons.

　　N. at the center of each black hole.

　　Questions 35 and 36

　　Choose the correct letter, A, B, or C, in boxes 35 and 36 on your answer sheet.

　　35 Black holes can be found

　　A. only in the Milky Way.

　　B. in most galaxies.

　　C. close to the sun.

　　36 Sagittarius A* is

　　A. a black hole located 26,000 light-years from Earth.

　　B. one of the thousands of black holes orbiting Earth.

　　C. a well-known compact black hole.

　　Questions 37-40

　　Do the following statements agree with the information given in the passage?

　　On lines 37—40 on your answer sheet, write:

　　TRUE if the statement agrees with the information

　　FALSE if the statement contradicts the information

　　NOT GIVEN If there is no information on this in the passage

　　37 It is not certain when the big bang occurred.

　　38 According to the “seed” theory, the first black holes eventually became supermassive black holes.

　　39 The “seed” theory has been proven true by computer simulation.

　　40The black holes that existed in the early universe were all compact black holes.

　　参考答案

　　28. I

　　29. B

　　30. F

　　31. A

　　32. L

　　33. D

　　34. C

　　35. B

　　36. A

　　37. NOT GIVEN

　　38. TRUE

　　39. FALSE

　　40. FALSE

　　*本文话题与实考都是黑洞相关，但是文章和题目与考试有出入，仅供各位考生复习使用~

　　可参考真题：剑桥9—TEST1 Passage2 Is There Anybody Out There?

　　Passage Two：

　　n 文章题材：说明文(心理学)

　　n 文章题目：记忆力与年龄

　　n 文章难度：★★★

　　n 题型及数量：单选+填空+特征匹配

　　n 题目及答案：

　　Memory and Age

　　{A} Aging, it is now clear, is part of an ongoing maturation process that all our organs go through. “In a sense, aging is keyed to the level of vigor of the body and the continuous interaction between levels of body activity and levels of mental activity,” reports Arnold B. Scheibel, M.D., whose very academic title reflects how once far-flung domains now converge on the mind and the brain. Scheibel is professor of anatomy, cell biology, psychiatry, and behavioral sciences at the University of California at Los Angeles, and director of the university’s Brain Research Institute. Experimental evidence has backed up popular assumptions that the aging mind undergoes decay analogous to that of the aging body. Younger monkeys, chimps, and lower animals consistently outperform their older colleagues on memory tests. In humans, psychologists concluded, memory and other mental functions deteriorate over time because of inevitable organic changes in the brain as neurons die off. Mental decline after young adulthood appeared inevitable.

　　{B} Equipped with imaging techniques that capture the brain in action, Stanley Rapoport, Ph.D., at the National Institutes of Health, measured the flow of blood in the brains of old and young people as they went through the task of matching photos of faces. Since blood flow reflects neuronal activity, Rapoport could compare which networks of neurons were being used by different subjects. “Even when the reaction times of older and younger subjects were the same, the neural networks they used were significantly different. The older subjects were using different internal strategies to accomplish the same result in the same time,” Rapoport says. Either the task required greater effort on the part of the older subjects or the work of neurons originally involved in tasks of that type had been taken over by other neurons, creating different networks.

　　{C} At the Georgia Institute of Technology, psychologist Timothy Salthouse, Ph.D., compared a group of very fast and accurate typists of college age with another group in their 60s. Since reaction time is faster in younger people and most people’s fingers grow less nimble with age, younger typists might be expected to tap right along while the older ones fumble. But both typed 60 words a minute. The older typists, it turned out, achieved their speed with cunning little strategies that made them far more efficient than their younger counterparts: They made fewer finger movements, saving a fraction of a second here and there. They also read ahead in the text. The neural networks involved in typing appear to have been reshaped to compensate for losses in motor skills or other age changes.

　　{D} “When a rat is kept in isolation without playmates or objects to interact with, the animal’s brain shrinks, but if we put that rat with 11 other rats in a large cage and give them an assortment of wheels, ladders, and other toys, we can show–after four days– significant differences in its brain,” says Diamond, professor of integrative biology. Proliferating dendrites first appear in the visual association areas. After a month in the enriched environment, the whole cerebral cortex has expanded, as has its blood supply. Even in the enriched environment, rats get bored unless the toys are varied. “Animals are just like we are. They need stimulation,” says Diamond.

　　{E} One of the most profoundly important mental functions is memory-notorious for its failure with age. So important is memory that the Charles A. Dana Foundation recently spent $8.4 million to set up a consortium of leading medical centers to measure memory loss and aging through brain imaging technology, neurochemical experiments, and cognitive and psychological tests. One thing, however, is already fairly clear–many aspects of memory are not a function of age at all but of education. Memory exists in more than one form. What we call knowledge–facts-is what psychologists such as Harry P. Bahrick, Ph.D., of Ohio Wesleyan University calls semantic memory. Events, conversations, and occurrences in time and space, on the other hand, make up episodic or event memory, which is triggered by cues from the context. If you were around in 1963 you don’t need to be reminded of the circumstances surrounding the moment you heard that JFK had been assassinated. That event is etched into your episodic memory.

　　{F} When you forget a less vivid item, like buying a roll of paper towels at the supermarket, you may blame it on your aging memory. It’s true that episodic memory begins to decline when most people are in their 50s, but it’s never perfect at any age. “Every memory begins as an event,” says Bahrick. “Through repetition, certain events leave behind a residue of knowledge, or semantic memory. On a specific day in the past, somebody taught you that two and two are four, but you’ve been over that information so often you don’t remember where you learned it. What started as an episodic memory has become a permanent part of your knowledge base.” You remember the content, not the context. Our language knowledge, our knowledge of the world and of people, is largely that permanent or semipermanent residue.

　　{G} Probing the longevity of knowledge, Bahrick tested 1,000 high school graduates to see how well they recalled their algebra. Some had completed the course as recently as a month before, others as long as 50 years earlier. He also determined how long each person had studied algebra, the grade received, and how much the skill was used over the course of adulthood. Surprisingly, a person’s grasp of algebra at the time of testing did not depend on how long ago he’d taken the course–the determining factor was the duration of instruction. Those who had spent only a few months learning algebra forgot most of it within two or three years.

　　{H} In another study, Bahrick discovered that people who had taken several courses in Spanish, spread out over a couple of years, could recall, decades later, 60 percent or more of the vocabulary they learned. Those who took just one course retained only a trace after three years. “This long-term residue of knowledge remains stable over the decades, independent of the age of the person and the age of the memory. No serious deficit appears until people get to their 50s and 60s, probably due to the degenerative processes of aging rather than a cognitive loss.”

　　{I} “You could say metamemory is a byproduct of going to school,” says psychologist Robert Kail, Ph.D., of Purdue University, who studies children from birth to 20 years, the time of life when mental development is most rapid. “The question-and-answer process, especially exam-taking, helps children learn–and also teaches them how their memory works This may be one reason why, according to a broad range of studies in people over 60, the better educated a person is, the more likely they are to perform better in life and on psychological tests. A group of adult novice chess players were compared with a group of child experts at the game. In tests of their ability to remember a random series of numbers, the adults, as expected, outscored the children. But when asked to remember the patterns of chess pieces arranged on a board, the children won. “Because they’d played a lot of chess, their knowledge of chess was better organized than that of the adults, and their existing knowledge of chess served as a framework for new memory,” explains Kail.

　　{J} Specialized knowledge is a mental resource that only improves with time. Crystallized intelligence about one’s occupation apparently does not decline at all until at least age 75, and if there is no disease or dementia, may remain even longer. Special knowledge is often organized by a process called “chunking.” If procedure A and procedure B are always done together, for example, the mind may merge them into a single command. When you apply yourself to a specific interest–say, cooking–you build increasingly elaborate knowledge structures that let you do more and do it better. This ability, which is tied to experience, is the essence of expertise. Vocabulary is one such specialized form of accrued knowledge. Research clearly shows that vocabulary improves with time. Retired professionals, especially teachers and journalists, consistently score higher on tests of vocabulary and general information than college students, who are supposed to be in their mental prime.

　　Questions 1-4

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

　　Write your answers in boxes 1-4 on your answer sheet.

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

　　Write your answers in boxes 14-17 on your answer sheet.

　　1. What does the typist’s experiment show in the passage?

　　A Old people reading ability is superior

　　B Losses of age is irreversible

　　C Seasoned tactics made elders more efficient

　　D Old people performed poorly in driving test

　　2. Which is correct about rat experiment?

　　A Different toys have different effect for rats

　　B Rat’s brain weight increased in both cages.

　　C Isolated rat’s brain grows new connections

　　D Boring and complicated surroundings affect brain development

　　3. What can be concluded in the chess game of a children’s group?

　　A They won game with adults.

　　B Their organization of chess knowledge is better

　　C Their image memory is better than adults

　　D They used different part of brain when chessing

　　4. What is the author’s purpose of using “vocabulary study” at the end of the passage?

　　A Certain people are sensitive to vocabularies while others aren’t

　　B Teachers and professionals won by their experience

　　C Vocabulary memory as a crystallized intelligence is hard to decline

　　D Old people use their special zone of brain when study

　　Questions 5-10

　　Complete the following summary of the paragraphs of Reading Passage, using no more than two words from the Reading Passage for each answer. Write your answers in boxes 5-10 on your answer sheet.

　　It’s long been known that 5__________ declined with age. Charles A. Dana foundation invested millions of dollars to test memory decline. They used advanced technology, neurochemical experiments and ran several cognitive and 6 __________ experiments. Bahrick called one form ”7__________“, which describes factual knowledge. Another one called “8__________“contains events in time and space format. He conducted two experiments toward knowledge memory’s longevity, he asked 1000 candidates some knowledge of 9

　　__________, some could even remember it decades ago. Second research of Spanish courses found that multiple course participants could remember more than half of 10__________ they learned after decades, whereas single course taker only remembered as short as 3 years.

　　Questions 11-14

　　Use the information in the passage to match the people (listed A-F) with opinions or deeds below. Write the appropriate letters A-F in boxes 11-14 on your answer sheet.

　　(A) Harry P. Bahrick

　　(B) Arnold B. Scheibel

　　(C) Marion Diamond

　　(D) Timothy Salthouse

　　(E) Stanley Rapport

　　(F) Robert Kail

　　11 Examined both young and old’s blood circulation of brain while testing,

　　12 Aging is a significant link between physical and mental activity.

　　13 Some semantic memories of an event fade away by repetition.

　　14 Rat’s brain developed when put in a diverse environment.

　　参考答案

　　1. C

　　2. D

　　3. B

　　4. C

　　5. memory

　　6. psychological

　　7. semantic memory

　　8. episodic memory

　　9. algebra

　　10. vocabulary

　　11. E

　　12. B

　　13. A

　　14. C

　　可参考真题：剑19—TEST4 Passage3 The unselfish gene

　　Passage Three：

　　n 文章题材：议论文(教育类)

　　n 文章题目：教学

　　n 文章难度：★★★★

　　n 题型及数量：单选+判断题+匹配

　　参考答案

　　1. D

　　2. A

　　3. B

　　4. C

　　5. D

　　6. YES

　　7. NO

　　8. NO

　　9. NOT GIVEN

　　10. YES

　　11. D

　　12. A

　　13. F

　　14. C

　　可参考真题：剑桥18—TEST3 Passage3 The case for mixed-ability classes

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