听力
一、考试概述：
本场考试的听力部分相对简单，考察的单词都相对基础，并且很多都是剑桥雅思真题中出现过的，也是考生需要熟练掌握的单词。
Section 1：租房——男女转租，10笔记
Section 2：介绍——健走项目，5单选+5配对
Section 3：学生——毛利灭绝语言的保护，4单选+6配对
Section 4：学术讲座-二氧化碳排放，10笔记
二、具体题目分析：
Section 1
新旧情况：05133
场景： 租房——男女转租
题型：10笔记
参考答案：
1-10）笔记完成题
1. Empty for 2 weeks from August 1
2. Rent: $400/Month
3. Address No.: apartment number 17A
4. Landlady’s telephone number: 889740
5. Switch on: - water heater and
6. - fridge
The price of hiring a cleaning maid: $25
Rules: before go outside – must lock all windows
Rules: must not play music after midnight
Please call landlady for further information
(答案仅供参考)
解析： 比较简单的租房场景，其中包含很多数字，water heater这个词在我们的雅思词汇中第一个list就给出了，大家背熟了吗？
参考练习： C9T1S2、C8T3S1
Section 2
新旧情况：07214
场景：介绍——健走项目
题型： 5单选+ 5匹配
11-15) Multiple choices
the reason for most of people join this program is:
A. online ads infoemation
B. leaflet
C. people have done this before
12. What hat changes this year?
A. change its meal every year
B. changes it every year
C. change its route
13. New guided first learn to guide by
A. students’ note
B. accompany with another
C. take a part in as a tourist
14. How will they travel?
A. People will be on the same route
B. they will go on the same route
C. they will go for different directions
15. What kind restaurant will be chosen to eat after tour?
A. inexpensive
B. one provides local food
C. one with attractive surroundings
16-20) Matching
16. Leader D
17. Anthony’s Assistant B
18. one new guide G
19. experienced tour guide A
20. tourist walkers C
(答案仅供参考)
解析：出现了单选+配对题，整体难度本身不低，预先读完题目对于解题很重要。
参考练习：C9T2S2
Section 3
新旧情况: 11317
场景： 学生——毛利灭绝语言的保护
题型：4单选+6匹配
参考答案：
21-24) multiple choices
21. compare with other languages; Pacific language preserving difficulties??
C. Too less study on them
22. saving language measures to be taken firstly
B. to raise money
23. The Maoris’ attitude toward outside language
A. very cautious
24. Which area preserve the language best?
B. … city in New Zealand
25-30) Matching
25. A korao on New Zealand C
26. Parliament PERMIT F
27. The 3rd Language B
28. First study diploma D
29. Radio broadcast H
30. The Aotearoa Maori G
解析：选择题加上匹配题的S3，整体难度偏高
参考练习：C11T2S3
Section 4
版本号：05423
场景： 学术讲座-二氧化碳排放
题型：10笔记
参考答案：
31. To bury underground, yet it is expensive
32. Holland: flowers
33. US: industrial production of plastics
34. medicines
35. China: process working with coal mine and limestone work
36. industry of airline
37. UK: Portland Cement: strength cannot be ensured
38. it needs a high temperature when it hardens
39. cities in range
40. May be used to produce fuel
（答案仅供参考）
解析：全填空的一篇S4，文章中需要填写的单词并不难，整体来看S4的难度不高，是一篇可以多拿分的题目
解析：C11T1S4、C11T4S4
阅读
一、 考试概述：
本次考试的文章新题，一篇讲是有关于乙醇的，一篇是关于家长参与教育以及如何平衡工作与健康这个很多人关心的话题。
二、 具体题目分析
Passage 1：
题目: Is Ethanol the answer?乙醇是答案么？
题型： 判断5+填空5+简答3
新旧程度：新题
文章大意：本文讲述了在美国，乙醇作为一种新的可替代能源的发展过程和遇到的瓶颈。本文介绍了如何利用甘蔗和玉米秸秆生产出乙醇的过程，乙醇作为燃料燃烧时产生的热量并没有传统燃料如汽油和柴油高，以及一些批评家对未来乙醇工业前景的看法，
参考文章：暂无
参考答案：
判断5
1. TRUE 乙醇是一种非常清洁的能源
2. NOT GIVEN在美国，乙醇已经被大量生产并使用
3. FALSE乙醇生产过程中，每一步都需要，天然气，（错，原文说一些步骤）
4. TRUE乙醇生产过程当中，可以得到很多副产品
5. FALSE同样加仑的乙醇比同样加仑的汽油产生的热量多（错,原文说少）
填空5（此部分是利用甘蔗和玉米秸秆生产乙醇的流程图）
6. fiber 通过蒸的方法可以使秸秆中的fiber我露出来
7. bioreactor 之后把fiber放入到一个生物反应容器bioreactor当中
8. Lignin 生物反应之后可以得到副产品木质素lignin（本词不认识也不影响答题）
9. Distiller 经过生物反应之后产生的糖放到蒸馏器distiller里面去
10. Distillage 蒸馏器之后，可以得到蒸馏副产物distillage（此单词不认识也不影响答题）
简答3
11. water运输石油的管道，不能用来运输乙醇，是因为管道被水污染
12. 7%如果把全美国所有的玉米都用来制作乙醇，也只能生产全国所有能源提供的7%
13. Carbon dioxide 乙醇燃烧产物中，二氧化碳Carbon dioxide对全球变暖有影响
Passage 2：
题目: Parental involvement in educating家长参与教育
题型：判断6+作者配对6+单选1
新旧程度：新题
文章大意：本文介绍了在北美欧洲等发达国家，人们普遍认为家长在孩子们的教育当中参与越多，孩子才能得到更好的发展。但是，并没有充足的证据证明该结论，文章中列举了几名教授对这一问题的看法。
参考答案：
判断6：
14. TRUE 在美国，有各个层级的法律，支持家长参与孩子的教育
15. NOT GIVEN在美国家长向学校施压，以得到更多机会参与孩子的教育过程（原文未提及）
16. TRUE在欧洲普遍认为，家长的参与可以提升孩子的教学质量
17. FALSE在加拿大有，法律，鼓励家长参与其中（错！原文说的是在加拿大，几乎没有任何法律的保障）
18. TRUE贫穷家庭的父母较少会出席学校里面的需要家长参与的活动
19. FALSE有充足的证据证明家长的参与可以帮助孩子提升考试分数（原文说没有充足的证据）
作者配对6（可能会有重复）：
20. E教授DR认为，家长会参与学校活动，并帮助孩子提升水平
21. C教授A认为，应该去做更多的实验，去证明这一结论
22. B教授B认为，家长参与nursery class是非常valuable的
23. E教授DR认为，需要新的实验，以便更好评估实验结果
24. D教授W认为，家长的参与，能够促进学校的管理
25. A教授J认为，，来自贫穷家庭的家长缺乏信心来出席学校活动
单选1：
26. 通过整篇文章，我们可以得出的结论，
b没有足够的证据证明该结论，
（答案仅供参考）
参考文章：
Parental involvement in educating
It may be one of the least controversial statements in American education: Parent involvement can make a difference in a child’s education. Two-thirds of teachers surveyed (Public Agenda, 2003) believed that their students would perform better in school if their parents were more involved in their child’s education, while 72% of parents say children of uninvolved parents sometimes “fall through the cracks” in schools (Johnson & Duffett, 2003).
The conflict can come, though, on how to create that involvement, and whether all involved feel the particular activities are worthwhile. While virtually all schools promote parent involvement, there are different types of involvement, ranging from encouraging volunteering and fundraising to providing parents with home-based learning activities. Joyce Epstein of the Johns Hopkins University, Center on School, Family and Community Partnerships, one of the nation’s leading experts on parent involvement, has divided school parent involvement programs into six broad categories:
Parenting, in which schools help families with their parenting skills by providing information on children’s developmental stages and offering advice on learning-friendly home environments;
Communicating, or working to educate families about their child’s progress and school services and providing opportunities for parents to communicate with the school;
Volunteering, which ranges from offering opportunities for parents to visit their child’s school to finding ways to recruit and train them to work in the school or classroom;
Learning at home, in which schools and educators share ideas to promote at-home learning through high expectations and strategies so parents can monitor and help with homework.
Decision-making, in which schools include families as partners in school organizations, advisory panels, and similar committees.
Community collaboration, a two-way outreach strategy in which community or business groups are involved in education and schools encourage family participation in the community.
Not surprisingly, participation was greater for parents with K-8 students than for those with high school students. At the K-8 level, 92 percent of parents reported attending a school or PTO/PTA meeting compared with 83 percent of parents of high schoolers. The gap was even more pronounced in volunteering, which was evident among 52 percent of parents of K-8 students but only 34 percent of parents with high school students.
Yet the survey found some distinct variations by race, particularly in contrasting typical “volunteer” involvement with involvement in the child’s education at home. K-8 parents of white students were more likely than parents of African American or Hispanic students to attend a school event, volunteer or serve on a school committee and participate in school fundraising. However, when it came to homework, the data showed that parents of white students trailed other groups in involvement. While 82 percent of parents of white students said an adult checked their child’s homework, the rates were higher among parents of African American and Hispanic students — which had rates of 94% and 91%, respectively. (The report did not specify what was involved in checking homework.)
Indeed, other studies have shown that lower-income and minority parents often have the same level of involvement in education — even though it may not necessarily be reflected at PTA meetings or school fundraisers. In a study of standards-based reform practices by Westat and Policy Studies Associates (2001) for the U.S. Department of Education, researchers found that income level had no bearing on parent involvement in a major reform effort at Title I schools.
In summarizing findings of this study and others in a major meta-analysis, scholars at the Southwest Educational Development Laboratory (SEDL, 2002) concluded that educators and policymakers should have no pre-conceived notions about parent involvement. “Recognize that all parents, regardless of income, education or cultural background, are involved in their children’s learning and want their children to do well,” SEDL said.
But good intentions on either side only go so far. As noted by Epstein and Sanders (2000), “Teachers, parents, and students have little understanding of each other’s interests in children and schools….Most teachers do not know the goals that parents have for their children, how parents help them learn, or how parents would like to be involved. Most parents do not know much about the educational programs in their children’s school or what teachers require of them.” Effective parent involvement comes when a true partnership exists between schools and families. Creating that partnership, especially around academics, is what works for student achievement. Following is what the research found about how that happens.
The SEDL report, A New Wave of Evidence, synthesizes research from 51 studies over the preceding decade to reach conclusions about the effect of parent involvement on student learning. While few of the studies were experimental or quasi-experimental in design and many were correlational or case studies, when synthesized, the report had positive findings. For example, SEDL found that students with involved parents, no matter their income or background, are more likely to: Earn higher grades and test scores, and enroll in higher-level programs; Be promoted, pass their classes and earn credits; Attend school regularly; Have better social skills, show improved behavior and adapt well to school; Graduate and go on to post-secondary education
Nonetheless, when drilling down to determine what types of involvement work best, SEDL found one common factor: “Programs and interventions that engage families in supporting their children’s learning at home are linked to higher student achievement.” Other forms of involvement among Epstein’s six factors (volunteering, attending school events) appeared to have less direct effect on student achievement, particularly in high school.
SEDL’s conclusions are reflected in other studies as well. Catasambis (1998) uncovered similar findings in reviewing National Educational Longitudinal Study (NELS:88) data, analyzing data on 13,500 families as their children progressed through school. She measured the value of the six types of parent involvement and also concluded that techniques to enhance learning at home had the strongest effect. For older students, these techniques largely focused on enabling parents to convey high expectations to their children, encouraging them to take and succeed in rigorous courses with an eye toward college.
Passage 3：
题目：Take Back the Time – Should Americans Work Less?
题型：段落配对8+作者配对6
新旧程度：新题
我文章大意：本文介绍了一些批评家批评美国人工作时间太久导致的效率低下、健康问题、心理疾病等的问题。文章从一个修高压线的维修工在连续工作三天，每天只休息五个小时，因为注意力不集中而丧命的例子，介绍了美国人如今的工作现状，加班严重、工作时长导致的问题。并提供了挪威的一个好的例子，建议美国人减少工作，增加娱乐时间。
参考文章：暂无
参考答案：
段落配对8：（可能会有重复选项）
27. E人们应该减少工作时间
28. C超时工作，会导致差的心情
29. F人们可以放松休闲的具体例子
30. C超时工作会显著降低工作效率
31. A举例说明，超时工作的危害
32. H一个美国人可以学习的好的例子（介绍了挪威的例子）
33. D多休闲多购物的一个反面例子（介绍了阿联酋的例子）
34. B如果美国人如此辛苦的工作，我们的地球会变成四个
作者配对6：（可能会有重复选项）
35. B教授CJ认为，美国人工作超时严重
36. A教授AR认为，政府应该减少工时，并保证不失业
37. C教授WP认为，减少消费并不是不爱国（阿联酋的例子）
38. A教授AR认为，美国人应该花更多的时间陪伴家人和朋友
39. D教授ML认为，我们可以向其他国家学习（挪威的例子）
40. B教授CJ认为，美国人的工作效率非常高（一个地球变成四个地球的例子）
（答案仅供参考）
写作
Writing Task 1
The table describes the proportion of adults using public transport for work or study in seven Australian cities in 1996 and 2006. The table also shows the change in this decade.
In 1996, the percentage of adults taking public transport for work or study was the highest among the seven cites, constituting 23%. While the data for the other five cities varied slightly from 11% to 14%.
However, during the one decade period from 1996 to 2006, different cities witnessed different changes. The data in Brisbane saw a dramatic increase from 12% to 16%, rising from the third place to the second place. In contrast, the data in Canberra plummeted from 12% to 9%, dropping from the forth place to last place. Figures for the other five cities remained relatively stable during this period.
Overall, the proportions of adults taking public transport for work or study was the highest in both years and all cities excluding Hobart and Canberra saw an upward trend during this period.
Writing Task 2
题目类别：社会类
提问方式：报告类
考试题目：
In many countries, more and more men are staying at home to look after their children when women work full-time. What are the reasons? Is it or negative development?
参考范文（Word Count: 272）
It is a normal belief that males are to support the family while females should take care of chores and children. However, it is no longer a fixed belief in the modern society. In many countries, this custom has disappeared, followed by an increasing number of women working to support their family and more men staying at home.
With the changes in social belief, more parents send their children for higher education instead of preparing them for getting married, which enhances the capable and educated women workforce. In many fields, for instance, teaching, designing, cooking and financing, women are outperforming men and this has created a requirement for female employees in the talent market. The movement calling for equal rights has led to a great impact on the empowerment of women and this has become quite regular for mothers to work at offices while fathers decide to stay at home to take care of their children. This decision is often on account of mutual understanding between the couples. This has been socially accepted in most of the developed countries though some developing countries in Asia are yet to totally accept this trend.
From my point of view, this trend has more positive outcomes and should be regarded as an improvement. It is a great opportunity that allows the parents to decide who to go out and provide for the family and who to take care of the children without basing on social and traditional belief. Besides, this trend would eliminate the gender discrimination and advocate the equal rights, giving full play to the potential of each gender and helping to boost self-actualization.
口语
一、考试概述：
以下为12月份本场考试话题，请考生们扎实准备。
1. Describe an experience that you taught something
2. Describe a good decision made by other people you know
3. Describe an achievement that you are proud of
4. Describe someone who is a good parent
5. Describe a dream home
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