新東方版：2014年11月22日雅思閱讀機經(jīng)

新東方版：2014年11月22日雅思閱讀機經(jīng)
      　一、考試時間：2014年11月22日(周六)
    二、考試概述：
    本次考試兩舊一新，難度體現(xiàn)在題型多樣上。第一篇是發(fā)展史，是舊題，在20070602，20110115，20130406都以第一篇考題出現(xiàn)，并且題目完全一樣。第二篇是建筑類文章，在20070825，20120317都以第二篇出現(xiàn)。第三篇是社會心理類，新題。題材設置是發(fā)展文加環(huán)境文加心理文，屬于機經(jīng)中較熱門的搭配，與第一篇出現(xiàn)的20130406一致。
    本次考試涉及的題型有：判斷，填空(摘要和流程圖)，選擇(單選)，配對題(段落信息，人名觀點，句子配對)。就文章題材來說，本文難度不大，但考到了三種配對題型，希望考生能做好閱讀題型多樣化的準備。
    三、文章簡介：
    Passage 1: Radio automation收音機自動化生產(chǎn)
    Passage 2: Ideal house 住宅節(jié)能
    Passage 3: 國外經(jīng)歷對創(chuàng)造力的影響
    　　四、篇章分析：
    　　Passage 1:
    

文章內(nèi)容	收音機的生產(chǎn)自動化過程。一開始說收音機制作耗費人力，引起的失敗。自動化生產(chǎn)后，人們只需要前期輸入和后期加工就可以完成。芯片的研究節(jié)省了勞動力。錄音機的體積也變小，可供更多人使用。但自動化生產(chǎn)也帶來了工人失業(yè)的弊端。
題型分布及參考答案	1. 流程圖填空7題：制作radio的過程     2. Summary填空4題     3. 單選題2題     參考答案：     流程圖：生詞較多，答案在第三四段，容易找     （primitive） chip，girt，milling machine，robot hands，  loudspeaker，valves，Melton Zinc     Summary填空：      為何自動化？ 因為cost太貴；因為有很多的(separate) components所以很麻煩；研究chip；后來重量lighter后，運費也變便宜了.     單選：      1.推出這個radio后，工人們的反應？     答案A： 他們擔心這會帶來就業(yè)率的降低（因為最后一段提及自動化影響工人就業(yè)，關鍵詞有：expert's idealism,but worker different,labour force）      2.選文章標題，因為文章后半部分都在說遇到了很多冷遇 cooled ground,所以答案是選an application of the automation in the early stage.
相關拓展	地圖發(fā)展史：     What is a Map?     A map is a graphic representation or scale model of spatial concepts. It is a means for conveying geographic information. Maps are a universal medium for communication, easily understood and appreciated by most people, regardless of language or culture. Incorporated in a map is the understanding that it is a "snapshot" of an idea, a single picture, a selection of concepts from a constantly changing database of geographic information (Merriam 1996).     Old maps provide much information about what was known in times past, as well as the philosophy and cultural basis of the map, which were often much different from modern cartography. Maps are one means by which scientists distribute their ideas and pass them on to future generations (Merriam 1996).     Early Maps     Cartography is the art and science of making maps. The oldest known maps are preserved on Babylonian clay tablets from about 2300 B.C. Cartography was considerably advanced in ancient Greece. The concept of a spherical Earth was well known among Greek philosophers by the time of Aristotle (ca. 350 B.C.) and has been accepted by all geographers since. Greek and Roman cartography reached a culmination with Claudius Ptolemaeus (Ptolemy, about A.D. 85-165). His "world map" depicted the Old World from about 60°N to 30°N latitudes. He wrote a monumental work, Guide to Geography (Geographike hyphygesis), which remained an authorative reference on world geography until the Renaissance.     Ptolemy's map of the world, about A.D. 150, republished in 1482. Notice the use of latitude and longitude lines and the distinctive projection of this map. Taken from Whitfield (1994, p. 8-9). Click on small image to see full-sized (206 kb) version.     Medieval Maps     During the Medieval period, European maps were dominated by religious views. The T-O map was common. In this map format, Jerusalem was depicted at the center and east was oriented toward the map top. Viking explorations in the North Atlantic gradually were incorporated into the world view beginning in the 12th century. Meanwhile, cartography developed along more practical and realistic lines in Arabic lands, including the Mediterranean region. All maps were, of course, drawn and illuminated by hand, which made the distribution of maps extremely limited.     Hereford Mappa Mundi, about 1300, Hereford Cathedral, England. A classic "T-O" map with Jerusalem at center and east toward the top. Taken from Whitfield (1994, p. 21). Click on small image to see full-sized (159 kb) version.     Al-Idrisi's map of the world, 1456. Al-Idrisi was a muslim scholar in the court of King Roger II of Sicily. He completed a map of the known world in the 12th century. Drawn with south at the top, this later example has been inverted for easier viewing. Taken from Whitfield (1994, p. 29). Click on small image to see full-sized (117 kb) version.     Northern regions map from S. Munster's Cosmographia (1588). North Atlantic region is essentially a Viking view dating from the 12-14th centuries. One of the last wood-engraved maps, done in the style of copper-plate engraving. Published posthumously by H. Petri (son in law) in Basle, Switzerland. Original map in the collection of the author.     Renaissance Maps     The invention of printing made maps much more widely available beginning in the 15th century. Maps were at first printed using carved wooden blocks. Printing with engraved copper plates appeared in the 16th century and continued to be the standard until photographic techniques were developed. Major advances in cartography took place during the Age of Exploration in the 15th and 16th centuries. Map makers responded with navigation charts, which depicted coast lines, islands, rivers, harbors, and features of sailing interest. Compass lines and other navigation aids were included. Such maps were held in great value for economic, military, and diplomatic purposes, and so were often treated as national or commercial secrets--classified or proprietary maps.     Genoese nautical chart of the world, 1457. Taken from Whitfield (1994, p. 40-41). Click on small image to see full-sized (135 kb) version.     The first whole world maps began to appear in the early 16th century, following voyages by Columbus and others to the New World. Gerardus Mercator of Flanders (Belgium) was the leading cartographer of the mid-16th century. He developed a cylindrical projection that is still widely used for navigation charts and global maps. He published a map of the world in 1569 based on this projection. Many other map projections were soon developed.     Waldseemuller's world map, 1507, the first map to incorporate New World discoveries. This map is based on the Ptolemaic projection, but does not show the entire globe. Taken from Whitfield (1994, p. 48-49). Click on small image to see full-sized (148 kb) version.     Detail of Ptolemy and "old world" from Waldseemuller's world map, 1507. This detail depicts the Old World in the Ptolemaic projection. Taken from Whitfield (1994, p. 11). Click on small image to see full-sized (126 kb) version.     Detail of Americi Vespucci and "new world" from Waldseemuller's world map, 1507. This detail depicts the New World in the Ptolemaic projection. Taken from Whitfield (1994, p. 37). Click on small image to see full-sized (132 kb) version.     World map of Rosselli, 1508, the first map to show the entire globe. A mythical southern continent is shown, and ocean areas are much too small. Nonetheless, it is a true world map. Taken from Whitfield (1994, p. 50-51). Click on small image to see full-sized (194 kb) version.     Heart-shaped world map of Apian, 1530. A fully expanded Ptolemaic projection of the world results in this heart-shaped map. Popular during the Renaissance, this kind of map is a novelty today. Taken from Whitfield (1994, p. 57). Click on small image to see full-sized (163 kb) version.     World map in Mercator projection by van Keulen, about 1720. The ultimate map for navigation of the world, as first devised by Mercator (1569). On this projection, all straight lines are true bearings. This results in great size distortion toward the poles, which cannot be shown. Taken from Whitfield (1994, p. 108-109). Click on small image to see full-sized (148 kb) version.     Modern Maps     Maps became increasingly accurate and factual during the 17th, 18th and 19th centuries with the application of scientific methods. Many countries undertook national mapping programs. Nonetheless, much of the world was poorly known until the widespread use of aerial photography following World War II. Modern cartography is based on a combination of ground observations and remote sensing.     Map of the Danish Kingdom, 1629, by Janssonius. A high level of geographic accuracy is demonstrated along with marginal illustrations that enhance the map. Reproduction of original map from the Geodetical Institute of Denmark. Click on small image to see full-sized (184 kb) version.     Hondius' world map in two hemispheres, 1630, the quintessential Renaissance map. Taken from Whitfield (1994, p. 75). Click on small image to see full-sized (187 kb) version.     Geographic information systems (GIS) emerged in the 1970-80s period. GIS represents a major shift in the cartography paradigm. In traditional (paper) cartography, the map was both the database and the display of geographic information. For GIS, the database, analysis, and display are physically and conceptually separate aspects of handling geographic data. Geographic information systems comprise computer hardware, software, digital data, people, organizations, and institutions for collecting, storing, analyzing, and displaying georeferenced information about the Earth (Nyerges 1993).     Are maps realistic representations of the actual world? No--never! Field measurements are subject to errors of accuracy and precision. Aerial photographs and satellite images portray only certain portions of the light spectrum, as filtered through the atmosphere and detection instruments. No map can depict all physical, biological, and cultural features for even the smallest area. A map can display only a few selected features, which are portrayed usually in highly symbolic styles according to some kind of classification scheme. In these ways, all maps are estimations, generalizations, and interpretations of true geographic conditions.     All maps are made according to certain basic assumptions, for example sea-level datum, which are not always true or verifiable. Finally any map is the product of human endeavor, and as such may be subject to unwitting errors, misrepresentation, bias, or outright fraud. In spite of these limitations, maps have proven to be remarkably adaptable and useful through several millennia of human civilization. Maps of all kinds are fundamentally important for modern society.     The fool's cap world map, about 1590. Ptolemaic projection on the face of a clown. Maker, date and place of publication are unknown. Maps are human representations of the world, as seen through the eyes of a fool in this example. Taken from Whitfield (1994, p. 78-79). Click on small image to see full-sized (163 kb) version.

    Passage 2:
    

文章內(nèi)容	主要探討如何使住宅節(jié)能，減少空調(diào)的使用。講述了用傳統(tǒng)技術(shù)建筑房屋的優(yōu)越性，主要體現(xiàn)在溫控上。而現(xiàn)代技術(shù)只看重外觀，實用性不夠強。介紹了馬來西亞的一種傳統(tǒng)建筑，有很強通風功能，而現(xiàn)代建筑沒有，溫度會比外面高5度。阿拉伯地區(qū)的傳統(tǒng)建筑有wind tower，也會使得內(nèi)部清涼。傳統(tǒng)建筑技術(shù)形成的天然空調(diào)，還和建筑材料有關。Clay比stone的控溫性更強，而且clay需要人工，能提高就業(yè)率。天然空調(diào)還和能源相關，舉例加利福尼亞的建筑，空調(diào)浪費很大，其實外墻如果是白色的就能節(jié)約能源，還能用solar energy自給自足。
題型分布及參考答案	1. 配對題（段落信息）4題     2. 配對題 （人名觀點）4題     3. 判斷題 （TFNG)5題     參考答案：     段落信息配對：     中東國家的wind tower(適合家庭聚會)對應domestic interaction     用clay建造房子對應 particular material     某國家的建筑有ventilation 對應 ventilation  from low     太陽能對應self sufficient energy     人名觀點配對：     馬來西亞的：傳統(tǒng)建造工藝比現(xiàn)代的更好     building 開窗那個人: innovation to save     房子刷白：a simple way to     判斷題：     馬來西亞房子室外比室內(nèi)高5度(F)     wind tower is widespread (F) 普及率只比博物館藏品多一點     building開窗l(fā)ow cost(NG)
相關拓展	建筑類雅思詞匯：       architecture n.建筑, 建筑學     excavation n.挖掘, 發(fā)掘, 挖掘成的洞, 出土文物     thatch n.蓋屋的材料, 茅草屋頂     wickerwork n.枝編工藝     timber n.木材, 木料     camp n. 露營地, 陣營vi. 露營, 扎營     shelter n.掩蔽處, 身避處, 掩蔽, 保護, 庇護所, 掩體v.掩蔽, 躲避     Viking n.海盜,北歐海盜n.維京人     invasion n.入侵     ravage n.破壞, 蹂躪v.毀壞, 掠奪     cruck n.<英> (構(gòu)成房屋曲木屋架的)曲木     weave n.編織vt.編織     straw n.稻草     clay n.粘土,     beam n.梁, 桁條     column n.柱；支柱     brace n.支柱     terrace n.梯田的一層, 梯田, 房屋之平頂, 露臺, 陽臺, 傾斜的平地     cottage n.村舍, 小別墅     livestock n.家畜, 牲畜     medieval adj.中世紀的     eave n.屋檐     castle n.城堡     settle vi.安家, 定居, 停留,     colony n.殖民地, 僑民, (聚居的)一群同業(yè), 一批同行, (生物)群體     roof n.屋頂, 房頂, 頂     drain n.排水溝, 消耗, 排水vt.排出溝外, 喝干, 耗盡vi.排水, 流干     steep adj.陡峭的, 險峻的     frame n.結(jié)構(gòu),框架     hut n.小屋, 棚屋     mud n.泥, 泥漿, 泥濘     stability n.穩(wěn)定性     estate n.不動產(chǎn),財產(chǎn)     能源類雅思詞匯：         能源 Energy sources     動物糞便作燃料 Animal dung as fuel     沼氣 Biogas     生物量 Biomass     生物質(zhì)能 Biomass energy     木炭 Charcoal     煤 Coal     原油 Crude oil     能源資源 Energy resources     濃縮鈾 Enriched uranium     礦物燃料 Fossil fuels     燃料酒精 Fuel alcohol     薪柴 Fuel wood     地熱能 Geothermal energy     碳氫化合物 Hydrocarbon compounds     烴 Hydrocarbons     水電 Hydroelectric power     液化氣 Liquefied gas     甲烷 Methane     天然氣 Natural gas     可再生能源 Renewable energy sources     不可再生能源 Non-renewable energy resources     無污染能源 Non-polluting energy sources     核能 Nuclear energy     核燃料 Nuclear fuels     油類 Oils     油頁巖 Oil shales     泥炭、泥煤 Peat     汽油 Petrols     從廢料中提取的燃料 Refuse derived fuels     太陽能 Solar energy     焦油砂 Tar sands     海洋熱能 Thermal sea power     潮汐能 Tidal energy     鈾 Uranium     波浪能 Wave energy     風能 Wind energy     能源過程 Energy processes     煤氣化 Coal gasification     煤液化 Coal liquefaction     電力 Electric power     發(fā)電廠 Electric power plants     蓄電裝置 Electrical storage devices     能源保護 Energy conservation     能源轉(zhuǎn)換 Energy conversion     能源效率 Energy efficiency     能源政策 Energy policy     能源生產(chǎn) Energy production     能源利用 Energy use     能源利用方式 Energy utilization patterns     氣體液化 Gas liquefaction     照明 Lighting     天然氣勘探 Natural gas exploration     核能利用 Nuclear energy uses     核電站 Nuclear power plants     近海石油鉆探 Offshore oil drilling     石油勘探 Oil exploration     日照加熱 Solar heating

    Passage 3:
    

文章內(nèi)容	主要講述國外學習生活能激發(fā)創(chuàng)造力，以及科學家為證明這點做的四個實驗。有一個candle的實驗，讓留學和未留學的人想辦法如何讓蠟燭的蠟滴不滴下來；一個實驗是讓大家來描寫國外的生活見聞。最后結(jié)論是留學有助于創(chuàng)造力的發(fā)展，企業(yè)應該讓員工有國外生活的經(jīng)歷。
題型分布及參考答案	1.選擇題（單選）2題     2.判斷題（YNNG) 4題     3.句子配對     參考答案：     選擇題：2     主旨是什么？     Candle實驗需要做什么？     candle那個是把箱子拆開然后不滴蠟。     gas station是原本方法沒法達到，要考慮兩個共同用戶利益然后得出個方案。     priming實驗是讓學生回憶和寫下不同國外生活經(jīng)歷，然后對比在words game表現(xiàn)。     判斷題（YNNG) 4     YNNG: 觀點是否是the first (NG) 原文是pioneering。     gas station 是否prove holiday abroad和creativity(N)，原文說沒關系。     words game表現(xiàn)因為priming試驗而不同(Y)     有很多關于artists的creativity研究(NG)
相關拓展	教育心理類文章供參考：     BRITISH universities， it appears， are considering abandoning a 200-year old system of degree classification in favour of the American GPA model. At present， students are bunched into grade clusters. The top 10-20% receive a "1st"， the majority receive a "2.1" or "two-one" and the stragglers receive either a "two-two" or a "3rd". The latter group can be very small (5%) at the elite universities but is larger nationally.     The main reasoning for this is that it is hard for employers to distinguish between graduates if everyone has a 2.1 grade. But it is possible for employers to ask for a full transcript of individual grades， though this is not nearly as common in Britain as you might expect. The stronger point (which you might have already picked up on) is that the existing system can be difficult to interpret internationally. Adopting the GPA system would be helpful to undergraduates wishing to study or work abroad.     I think this might be missing a trick. My experience of the 1st/2.1/2.2 system is that it has a very strong effect on students' work effort. For weaker students， either those of lower natural ability or the more workshy， fear of the notorious "Desmond" (cockney rhyming slang after the eponymous archbishop) is the ultimate motivator. Many attractive careers simply advertise the minimum requirement of a 2.1， and therefore getting the lower grade can be quite a handicap in the job market.     For stronger students， the aspiration of a first， the only true distinguisher in the system， is also a strong incentive. The risk is that working quite hard could leave you with only a high 2.1， largely indistinguishable from all other 2.1's. The crudeness of the grading system drags everyone up.     An interesting paper by Pradeep Dubey and John Geanakoplos of the Cowles foundation at Yale Univeristy makes the same point. They write：     Suppose that the professor judges each student's performance exactly， though the performance itself may depend on random factors， in addition to ability and effort. Suppose also that the professor is motivated solely by a desire to induce his students to work hard. Third and most importantly， suppose that the students care about their relative rank in the class， that is， about their status. We show that， in this scenario， coarse grading often motivates the student to work harder.     One might think that finer hierarchies generate more incentives. But this is often not the case. Coarse hierarchies can paradoxically create more competition for status， and thus better incentives for work.     They give a simple example. Suppose there are two students， Brainy and Dumbo， with disparate abilities. Brainy achieves a uniformly higher score even when he shirks and Dumbo works. Suppose， for example， that Dumbo scores between 40 and 50 if he shirks， and between 50 and 60 if he works， while Brainy scores between 70 and 80 if he shirks and 80 and 90 if he works. With perfectly fine grading， Brainy will come ahead of Dumbo regardless of their effort levels. But since they only care about rank， both will shirk.     But， by assigning a grade A to scores above 85， B to scores between 50 and 85， and C to below 50， the professor can inspire Dumbo to work， for then Dumbo stands a chance to acquire the same status B as Brainy， even when Brainy is working. This in turn generates the competition which in fact spurs Brainy to work， so that with luck he can distinguish himself from Dumbo. He doesn't want to be mislabelled. With finer grading everyone gets their own label so this effect disappears.     The corollary to this in my example is that if the brainy student knows that even when slacking off he will still do measurably better than most students he may decide that he can still get a very good job with 70 to 80. There may be students who score 80 to 90 with superior credentials but academic performance is only part of the hiring criteria. If he can signal himself as a brainy student he might think this is enough.     However， critical to all this is that all exams are taken together， as they are at Oxford or Cambridge universities， usually at the end of the degree in a consecutive-day marathon. The trend in other British universities has been to examine various courses throughout the degree. The result is that those in the middle of the ability range can work very hard at the beginning， bank a 2.1 and then slack off in the remaining years. It is partly for this reason that those universities pushing hardest for the changes have exams split across years. Oxford and Cambridge are less keen.

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