雅思阅读模拟练习题：示意图题

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雅思阅读模拟练习题：示意图题

您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！
雅思阅读的备考，比较好的方法就是多找一些月的真题来做，接下来就和小钟老师来看看雅思阅读模拟练习题：示意图题。

What＇s so funny？
John McCrone reviews recent research on humor
The joke comes over the headphones： ＇Which side of a dog has the most hair？ The left.＇ No， not funny. Try again. ＇Which side of a dog has the most hair？ The outside.＇ Hah！ The punchline is silly yet fitting， tempting a *ile， even a laugh. Laughter has always struck people as deeply mysterious， perhaps pointless. The writer Arthur Koestler dubbed it the luxury reflex： ‘unique in that it serves no apparent biological purpose. ’
Theories about humor have an ancient pedigree. Plato expressed the idea that humor is simply a delighted feeling of superiority over others. Kant and Freud felt that joke-telling relies on building up a psychic tension which is safely punctured by the ludicrousness of the punchline. But most modern humor theorists have settled on some version of Aristotle＇s belief that jokes are based on a reaction to or resolution of incongruity， when the punchline is either a nonsense or， though appearing silly， has a clever second meaning.
Graeme Ritchie， a computational linguist in Edinburgh， studies the linguistic structure of jokes in order to understand not only humor but language understanding and reasoning in machines. He says that while there is no single format for jokes， many revolve around a sudden and surprising conceptual shift. A comedian will present a situation followed by an unexpected interpretation that is also apt.
So even if a punchline sounds silly， the listener can see there is a clever semantic fit and that sudden mental ＇Aha！＇ is the buzz that makes us laugh. Viewed from this angle， humor is just a form of creative insight， a sudden leap to a new perspective.
However， there is another type of laughter， the laughter of social appeasement and it is important to understand this too. Play is a crucial part of development in most young mammals. Rats produce ultrasonic squeaks to prevent their scuffles turning nasty. Chimpanzees have a ‘play-face’—a gaping expression accompanied by a panting ＇ah ah＇ noise. In humans， these signals have mutated into *iles and laughs. Researchers believe social situations， rather than cognitive events such as jokes， trigger these instinctual markers of play or appeasement. People laugh on fairground rides or when tickled to flag a play situation， whether they feel amused or not.
Both social and cognitive types of laughter tap into the same expressive machinery in our brains， the emotion and motor circuits that produce *iles and excited vocalizations. However， if cognitive laughter is the product of more general thought processes， it should result from more expansive brain activity.
Psychologist Vinod Goel investigated humor using the new technique of ＇single event＇ functional magnetic resonance imaging （fMRI）. An MRI scanner uses magnetic fields and radio waves to track the changes in oxygenated blood that accompany mental activity. Until recently， MRI scanners needed several minutes of activity and so could not be used to track rapid thought processes such as comprehending a joke. New developments now allow half-second ＇snapshots＇ of all sorts of reasoning and problem-solving activities.
Although Goel felt being inside a brain scanner was hardly the ideal place for appreciating a joke， he found evidence that understanding a joke involves a widespread mental shift. His scans showed that at the beginning of a joke the listener＇s prefrontal cortex lit up， particularly the right prefrontal believed to be critical for problem solving. But there was also activity in the temporal lobes at the side of the head （consistent with attempts to rouse stored knowledge） and in many other brain areas. Then when the punchline arrived， a new area sprang to life—the orbital prefrontal cortex. This patch of brain tucked behind the orbits of the eyes is associated with evaluating information.
Making a rapid emotional asses*ent of the events of the moment is an extremely demanding job for the brain， animal or human. Energy and arousal levels may need to be retuned in the blink of an eye. These abrupt changes will produce either positive or negative feelings. The orbital cortex， the region that becomes active in Goel＇s experiment， seems the best candidate for the site that feeds such feelings into higher-level thought processes， with its close connections to the brain＇s sub-cortical arousal apparatus and centres of metabolic control.
All warm-blooded animals make constant tiny adjustments in arousal in response to external events， but humans， who have developed a much more complicated internal life as a result of language， respond emotionally not only to their surroundings， but to their own thoughts. Whenever a sought-for answer snaps into place， there is a shudder of pleased recognition. Creative discovery being pleasurable， humans have learned to find ways of milking this natural response. The fact that jokes tap into our general evaluative machinery explains why the line between funny and disgusting， or funny and frightening， can be so fine. Whether a joke gives pleasure or pain depends on a person＇s outlook.
Humor may be a luxury， but the mechani* behind it is no evolutionary accident. As Peter Derks， a psychologist at William and Mary College in Virginia， says： ＇I like to think of humour as the distorted mirror of the mind. It＇s creative， perceptual， *ytical and lingual. If we can figure out how the mind processes humor， then we＇ll have a pretty good handle on how it works in general.＇

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雅思阅读模拟练习题：段落标题题。

您好，我是专注留学考试规划和留学咨询的小钟老师。在追寻留学梦想的路上，选择合适的学校和专业，准备相关考试，都可能让人感到迷茫和困扰。作为一名有经验的留学顾问，我在此为您提供全方位的专业咨询和指导。欢迎随时提问！
想要提升雅思阅读的成绩，那么想要同学们平时有没有做一些习题来提升自己的雅思阅读做题能力呢？今天就和小钟老师来看看雅思阅读模拟练习题：段落标题题。

雅思阅读模拟练习题：段落标题题
Persistent bullying is one of the worst experiences a child can face. How can it be prevented？ Peter Smith， Professor of Psychology at the University of Sheffield， directed the Sheffield
Anti-Bullying Intervention Project， funded by the Department for Education. Here he reports on his findings.
A
Bullying can take a variety of forms， from the verbal - being taunted or called hurtful names - to the physical - being kicked or shoved - as well as indirect forms， such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying， which in about one in ten cases was persistent. There was less bullying in secondary schools， with about one in twenty-five suffering persistent bullying， but these cases may be particularly recalcitrant.
B
Bullying is clearly unpleasant， and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to *， though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as *s， while children who persistently bully are more likely to grow up to be physically violent， and convicted of anti-social offences.
C
Until recently， not much was known about the topic， and little help was available to teachers to deal with bullying. Perhaps as a consequence， schools would often deny the problem. ＇There is no bullying at this school＇ has been a common refrain， almost certainly untrue. Fortunately more schools are now saying： ＇There is not much bullying here， but when it occurs we have a clear policy for dealing with it.”
D
Three factors are involved in this change. First is an awareness of the severity of the problem. Second， a number of resources to help tackle bullying have become available in Britain. For example， the Scottish Council for Research in Education produced a package of materials， Action Against Bullying， circulated to all schools in England and Wales as well as in Scotland in summer 1992， with a second pack， Supporting Schools Against Bullying， produced the following year. In Ireland， Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third， there is evidence that these materials work， and that schools can achieve something. This comes from carefully conducted ＇before and after＇ evaluations of interventions in schools， monitored by a research team. In Norway， after an intervention campaign was introduced nationally， an evaluation of forty-two schools suggested that， over a two-year period， bullying was halved. The Sheffield investigation， which involved sixteen primary schools and seven secondary schools， found that most schools succeeded in reducing bullying.
E
Evidence suggests that a key step is to develop a policy on bullying， saying clearly what is meant by bullying， and giving explicit guidelines on what will be done if it occurs， what records will be kept， who will be informed， what sanctions will be employed. The policy should be developed through consultation， over a period of time—not just imposed from the head teacher＇s office！ Pupils， parents and staff should feel they have been involved in the policy， which needs to be disseminated and implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum， using video， drama and literature. These are useful for raising awareness， and can best be tied in to early phases of development， while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils， or revising it in the light of experience. But curriculum work alone may only have short-term effects； it should be an addition to policy work， not a substitute.
There are also ways of working with individual pupils， or in *all groups. Assertiveness training for pupils who are liable to be victims is worthwhile， and certain approaches to group bullying such as ＇no blame＇， can be useful in changing the behaviour of bullying pupils without confronting them directly， although other sanctions may be needed for those who continue with persistent bullying.
Work in the playground is important， too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting， and help them break up conflicts. Another possibility is to improve the playground environment， so that pupils are less/likely to be led into bullying from boredom or frustration.
F
With these developments， schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement， the more substantial the results are likely to be. The reduction in bullying—and the consequent improvement in pupil happiness—is surely a worthwhile objective.

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请问2023年雅思阅读模拟试卷：人生教训

您好，我是专注留学考试规划和留学咨询的小钟老师。选择留学是人生重要的决策之一，而作为您的指导，我非常高兴能为您提供最准确的留学解答和规划。无论您的问题是关于考试准备、专业选择、申请流程还是学校信息，我都在这里为您解答。更多留学资讯和学校招生介绍，欢迎随时访问。
2023年6月23日的雅思考试就快临近了，同学们在备考的同时，可以看看这次小钟老师整理的模拟试卷，那么下面就来看看2023年雅思阅读模拟试卷：人生教训。

READING PASSAGE 2
You should spend about 20 minutes on Questions 14–26， which are based on Reading Passage 2 below.
Life lessons from villains， crooks and gangsters
（A） A notorious Mexican drug baron’s audacious escape from prison in July doesn’t， at first， appear to have much to teach corporate boards. But some in the business world suggest otherwise. Beyond the morally reprehensible side of criminals＇ work， some business gurus say organised crime syndicates， computer hackers， pirates and others operating outside the law could teach legitimate corporations a thing or two about how to hustle and respond to rapid change.
（B） Far from encouraging illegality， these gurus argue that – in the same way big corporations sometimes emulate start-ups – business leaders could learn from the underworld about flexibility， innovation and the ability to pivot quickly. “There is a nimbleness to criminal organisations that legacy corporations [with large， complex layers of management] don’t have，” said Marc Goodman， head of the Future Crimes Institute and global cyber-crime advisor. While traditional businesses focus on rules they have to follow， criminals look to circumvent them. “For criminals， the sky is the limit and that creates the opportunity to think much， much bigger.”
（C） Joaquin Guzman， the head of the Mexican Sinaloa drug cartel， for instance， slipped out of his prison cell through a tiny hole in his shower that led to a mile-long tunnel fitted with lights and ventilation. Making a break for it required creative thinking， long-term planning and perseverance – essential skills similar to those needed to achieve success in big business.
（D） While Devin Liddell， who heads brand strategy for Seattle-based design consultancy， Teague， condemns the violence and other illegal activities he became curious as to how criminal groups endure. Some cartels stay in business despite multiple efforts by law enforcement on both sides of the US border and millions of dollars from international agencies to shut them down. Liddell genuinely believes there’s a lesson in longevity here. One strategy he underlined was how the bad guys respond to change. In order to bypass the border between Mexico and the US， for example， the Sinaloa cartel went to great lengths. It built a vast underground tunnel， hired family members as border agents and even used a catapult to circumvent a high-tech fence.
（E） By contrast， many legitimate businesses fail because they hesitate to adapt quickly to changing market winds. One high-profile example is movie and game rental company Blockbuster， which didn’t keep up with the market and lost business to mail order video rentals and streaming technologies. The brand has all but faded from view. Liddell argues the difference between the two groups is that criminal organisations often have improvisation encoded into their daily behaviour， while larger companies think of innovation as a set process. “This is a leadership challenge，” said Liddell. “How well companies innovate and organise is a reflection of leadership.”
Left-field thinking
（F） Cash-strapped start-ups also use unorthodox strategies to problem solve and build their businesses up from scratch. This creativity and innovation is often borne out of necessity， such as tight budgets. Both criminals and start-up founders “question authority， act outside the system and see new and clever ways of doing things，” said Goodman. “Either they become Elon Musk or El Chapo.” And， some entrepreneurs aren’t even afraid to operate in legal grey areas in their effort to disrupt the marketplace. The co-founders of music streaming service Napster， for example， knowingly broke music copyright rules with their first online file sharing service， but their technology paved the way for legal innovation as regulators caught up.
（G） Goodman and others believe thinking hard about problem solving before worrying about restrictions could prevent established companies falling victim to rivals less constrained by tradition. In their book The Misfit Economy， Alexa Clay and Kyra Maya Phillips examine how individuals can apply that mindset to become more innovative and entrepreneurial within corporate structures. They studied not just violent criminals like Somali pirates， but others who break the rules in order to find creative solutions to their business problems， such as people living in the slums of Mumbai or computer hackers. They picked out five common traits among this group： the ability to hustle， pivot， provoke， hack and copycat.
（H） Clay gives a Saudi entrepreneur named Walid Abdul-Wahab as a prime example. Abdul-Wahab worked with Amish farmers to bring camel milk to American consumers even before US regulators approved it. Through perseverance， he eventually found a network of Amish camel milk farmers and started selling the product via social media. Now his company， Desert Farms， sells to giant mainstream retailers like Whole Foods Market. Those on the fringe don’t always have the option of traditional， corporate jobs and that forces them to think more creatively about how to make a living， Clay said. They must develop grit and resilience in order to last outside the cushy confines of cubicle life. “In many cases scarcity is the mother of invention，” Clay said.
Questions 14-21
Reading Passage 2 has eight paragraphs A-H. Match the headings below with the paragraphs. Write the correct letter， A-H， in boxes 14-21 on your answer sheet.
14. Jailbreak with creative thinking
15. Five common traits among rule-breakers
16. Comparison between criminals and traditional busines*en
17. Can drug baron＇s espace teach legitimate corporations？
18. Great entrepreneur
19. How criminal groups deceive the law
20. The difference between legal and illegal organisations
21. Similarity between criminals and start-up founders
Questions 22–25
Complete the sentences below.
Write ONLY ONE WORD from the passage for each answer.
Write your answers in boxes 22–25 on your answer sheet.
22. To escape from a prison， Joaquin Guzman had to use such traits as creative thinking， long-term planning and _______.
23. The Sinaloa cartel built a grand underground tunnel and even used a _______ to avoid the fence.
24. The main difference between two groups is that criminals， unlike large corporations， often have _______ encoded into their daily life.
25. Due to being persuasive， Walid Abdul-Wahab found a _______ of Amish camel milk farmers.
Question 26
Choose the correct letter， A， B， C or D.
26. The main goal of this article is to：
A Show different ways of illegal activity
B Give an overview of various criminals and their gangs
C Draw a comparison between legal and illegal business， providing examples
D Justify criminals with creative thinking

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