剑桥雅思听力5test答案 哪位有雅思剑5test1passage2的原文和答案？谢谢

剑桥雅思听力5test答案 哪位有雅思剑5test1passage2的原文和答案？谢谢相关内容，小编在这里做了整理，希望能对大家有所帮助，关于剑桥雅思听力5test答案 哪位有雅思剑5test1passage2的原文和答案？谢谢信息，一起来了解一下吧！

哪位有雅思剑5test1passage2的原文和答案？谢谢

Nature or Nurture?

A) A few years ago. in one of the most fascinating and disturbing experiments in behavioral psychology. Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a 'leader' in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform. Specifically, Milgram told each volunteer 'teacher-subject' that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils' ability to learn.

B) Milgram's experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from '15 volts of electricity (slight shock)' to '450 volts (danger - severe shock)' in steps of 15 volts each. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed 'pupil' was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writhing together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for. as per the rule governing the experimental situation of the moment.

C) As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering The higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil's cries for mercy and carry on with the experiment. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end His final argument was, 'You have no other choice. You must go on." What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.

D) Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that 'most subjects would not go beyond 150 volts' and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1.000 would give the highest shock of 450 volts.

E) What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative teachers' actually do in the laboratory of real life?

F) One's first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram's teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.

G) An alternative to this notion of genetic programming is to see the teacher-subjects' actions as a result of the social environment under which the experiment was carried out. As Milgram himself pointed out. Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society - the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting."

H) Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.

I) Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modern sociobiology - to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour. Put another way, sociobiology is concerned with elucidating the biological basis of all behaviour.

答案：
14. F
15. A
16. B
17. D
18. I
19. C
20. B
21. D
22. C
23. Not Given
24. True
25. False
26. False

剑桥雅思5 test4听力答案

雅思听力在雅思备考中是很重要的一部分，备考雅思听力建议多做雅思模拟考试，雅思听力考试有四部分，本文为大家介绍这四个部分的话题范围都有些什么。
雅思听力虽然不难，但是小伙伴们在备考的时候，也应该要多做一些雅思模拟考，以便能对考更加的了解。另外大要注意了，在听力考中有四个部分，每部分的话题都是不一样的，大必须要对这些话题都熟烂于心才行哦!下面小编就给大家介绍一下关于雅思听力考试四部分的话题范围的相关内容，希望可以帮助正在准备雅思备考的同学。
一、开头部分
开头的话题范围包括了：社会生活。材料内容往往是双向交流的谈话。它主要的考察内容是：社会生活、还有双向交流的谈话、考察的是雅思听力理解能力和记录特定的事实性信息。
二、二部分
二部分的话题范围包括：社会生活。这里面的材料内容是，一些具有交流目的的对话。它所考察的要点是：听力理解能力和记录特定的事实性信息。
三、三部分
三部分的话题范围包括：教育培训。这里面的材料内容是，2-4人在学术环境下进行的讨论(如辅导或讨论会)。它主要的考察要点是：听力理解涉及语义猜测的对话、还有听力理解特定的信息、及态度和发言者的看法等。
四、四部分
四部分的话题范围包括：教育培训。它里面的材料内容是，一些在学术环境下的对话(如授课)。主要的考察要点包括：听力理解学术论证、还有听力理解特定的信息、以及态度和发言者的看法。
好了，以上便是雅思听力四部分的话题范围了，提醒大在备考的时候要去了解这些话题，多做雅思模拟考，以便去进行更有针对性的备考。

雅思听力中C5T3S3的25题,答案是(the) 2nd half,能否写成second? 如果不能，为什么？

剑桥雅思5Test3听力Section 1答案+解析 Question 1 1. 4 litres 这道 填空 题 考查 考生 对 细节 的 把握 与 辨别 能力。 当 考生 听到 售 车 人员 问到 engine size 的 时候 都会 留意 具体 的 数字。 但 购 车 人的 回答 中 出现 了 三个 不同 却 又 相互 关联 的 回答， 这就 需要 考生 细心 甄别。 1. 2 liters 是 购 车 人 以前 的 engine size， 1. 6 liters 又 太大， 所以 只有 a 1. 4 适合( should do)。 另外，填空 时 还需 要 注意 两点： 1) liters 与 litres 两种 拼写 均可; 2) 注意 liters 是 复数， 虽然 原 文中 是 单数， 但 那是 作 状语 修饰 engine， liter 作为 量词 时 是 可数 的。 Question 2 automatic 此 题 较为 简单， 考生 只需 清楚 汽车 自动 档( automatic) 与 手动 档( manual) 的 拼写 与 区别 即可 正确 填 出空 白， 因为 购 车 人说 得很 明白： I’ d want automatic。 Questions 3- 4 light, credit 在 谈到 车 的 颜色 及 付款 方式 时， 购 车 人都 清楚 地表 明了 自己的 态度： I think I’ ll go for that (Sky); 以及 I’ d like credit provided the terms are reasonable。 需要 注意 的 是： 1) 购 车 人 对 售 车 人 提出 的 两种 颜色—— Royal 和 Sky—— 表示 了 兴趣， 但 更 倾向于 后者， 考生 要对 其 态度 准确 把握; 2)Sky blue 要比 Royalblue 颜色 更轻 一点， 所以 空白 3 也可 填上 文章 中 出现 过 的 light 一 词。 Questions 5- 6 Harries, Doctor 第 5 题 与 下 面的 第 7 题 一样， 难度 不大， 但 需 考生 细心 听写。 要 注意 西方人 念 字母 或 数字 时 出现 的 double 一 词。 正如 上面“ 交际 与 语言 表达” 第 10 项 所说 的， 空白 6 应该 填上 Doctor， 或者 其 缩写 形式 Dr.。 Question 7 Alton 本题 不难， 只是 稍微 拐 了 一个 弯， 这也 提醒 考生 注意 西方人 姓名 拼写“ 音 同 字 不同” 的 现象。 售 车 人 拼错 名字 时， 购 车 人 及时 更正 过来。 考生 答题 时 要 注意 名字 拼写 的 细节。 Question 8 messages 购 车 人 在 提供 *号码 之前， 已经 给出 一个 前提 条件， 即： I can give you a number just for messages， 这里 的 just 等 同于 题 干 出现 的 only， 考生 只需 把 握住 这一点， 了解 message 的 意思是“ 信息、 留言” 就能 填 对。 但 需要 注意 的 是， 这里 的 messages 是 复数 形式， 所以 考生 在 答题 时， 一定 要 注意 名词 的 单 复数 问题。 Questions 9- 10 Lion, reasonable 购 车 人 在 说出 她 正在 使 用的 车 的 名称 时， 特地 在 lion 后面 加了 一句 注释： like the animal， 所以 考生 应该 能 轻松 填 对 空白; 如果 考生 清楚 describe *. /sth. as…( 将 某人/ 某物 形容 为) 的 用法， 那么 第 10 题 也就 迎刃而解 了。

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