9月1日的雅思考试刚刚落下帷幕，“战后归来”的烤鸭们，想对自己的考试成绩和结果一探究竟;“蠢蠢欲动”备战近期考试的烤鸭们，想对的考题和考情辨别水深水浅。

　　北京新航道“雅思梦之队”师资，时间为你点评9月1日考试，解读雅思听力、口语、阅读、写作考情。首先我们一起来看一下本次考试雅思阅读部分的内容：

　　(Reading)

　　Title：Man and Machine

　　Type of Questions： Matching、Summary

　　【文章概要】

　　Passage 1

　　关于机器人的，MIT和日本的一些研究

　　英文参考：Types of Robots

　　Humanoid Entertainment Robots

　　ASIMO, manufactured by Honda

　　QRIO, by Sony

　　HOAP(*1) Robot Series (Humanoid for Open Architecture Platform), Manufactured by Fujitsu

　　Toyota Partner Robot, manufactured by Toyota.

　　EMIEW, by Hitachi

　　Androids

　　Androids are robots designed to strongly resemble humans.

　　Actroid, a realistic female robot demonstrated most prominently at Expo 2005 in Japan

　　Hanako, a humanoid robot designed for dentist training

　　HRP-4C, a humanoid robot with a realistic head and the average figure of a young Japanese female

　　Animal (four legged) robots

　　AIBO playing with kids

　　AIBO is a commercial robotic dog manufactured by Sony Electronics.

　　Social robots

　　PaPeRo

　　Paro, a robot baby seal intended for therapeutic purposes

　　Wakamaru

　　Guard robots

　　Guardrobo D1 is manufactured by Sohgo Security Services.

　　Banryu, manufactured by Sanyo and TMSUK.

　　Domestic robots

　　SmartPal V, manufactured by Yaskawa Electric Corporation.

　　TWENDY-ONE, developed by Waseda University.

　　TPR-ROBINA, manufactured by Toyota.

　　Mobility Robot

　　WL-16RIII, developed by Waseda University and TMSUK.

　　i-foot, developed by Toyota.

　　i-REAL, developed by Toyota.

　　Murata Boy, developed by Murata Manufacturing Co. Ltd.

　　Rescue robots

　　T-53 Enryu, manufactured by TMSUK.

　　Industrial Humanoid Robotics

　　HRP-3 PROMET Mk-II, manufactured by Kawada Industries, designed by Yutaka Izubuchi. HRP-4

　　Industrial Robotics

　　Eventually the deeper long term financial resources and strong domestic market enjoyed by the Japanese companies prevailed, their robots spread all over the globe. Only a few non-Japanese companies managed to survive in this market, including Adept Technology, Stäubli-Unimation, the Swedish-Swiss company ABB (ASEA Brown-Boveri), the Austrian manufacturer igm Robotersysteme AG and the German company KUKA Robotics.

　　This includes the one used by the robot based automative production plants,known as assembly line robots.

　　Characteristics

　　Moreover, a recently created robot called CB2 or Child-robot with Biomimetic Body may follow moving objects with its eyes. CB2 can dangle its legs, raise its shoulders and fall with rhythmic breathing. CB2 may recognize the human touch, which is possible thanks to the 197 film-like pressure sensors that are placed under its rubbery skin. Asada, the team of engineers and brain specialists together with psychologists and many other specialists in the related domain created a CB2 that may record emotional expressions, memorize them and then match them with physical sensations.

　　The characteristics of robots are however progressive, their abilities being enlarged as the technology has progressed. The same CB2 acts more and more as human and it was capable of teaching itself how to walk with the aid of human help. The robot learned how to move around the room by using its 51 "muscles," which are driven by air pressure.

　　The humanoid Japanese robots characteristics include abilities such as blinking, smiling or expressing emotions akin to anger and surprise. One of the newest Japanese robots, HRP-4C is a female-robot programmed to catwalk. It walks and talks and with the help of 30 motors it may move its legs and arms however loudly and awkwardly. The facial expressions that are capable of are driven by 8 facial motors to make it smile or blink and change the facial expression as a response to anger or surprise.

　　Robots that are intended to play with children usually look like animals and depending on what animal they are, they make different sounds, move, walk and play. Robot-dogs for example may bark, move their tails and somehow run or play with a child.

　　There are also the mountable robots that can carry their passengers almost anywhere they need to go. Some of the Japanese robots move through rolling.

　　Title：化石数据库

　　Type of Questions：Multiple Choice、True/False/Not Given、Matching

　　【文章概要】

　　Passage 2

　　文章大意讲编纂整个生物资料的fossil database来预测第六次物种大灭绝的缺点和值得改进的地方，科学家们打算建一个关于所有有记录化石的数据库，有的人认为，有的人认为不好，因为数据不全。接下来是各个科学家的观点，最后是建议建立一个有关living creature 的数据库。

　　英文参考：

　　Fossils (from Latin fossils, literally "having been dug up") are the preserved remains or traces of animals (also known as zoolites), plants, and other organisms from the remote past. The totality of fossils, both discovered and undiscovered, and their placement in fossiliferous (fossil-containing) rock formations and sedimentary layers (strata) is known as the fossil record.

　　The study of fossils across geological time, how they were formed, and the evolutionary relationships between taxa (phylogeny) are some of the most important functions of the science of paleontology. Such a preserved specimen is called a "fossil" if it is older than some minimum age, most often the arbitrary date of 10,000 years ago.[1] Hence, fossils range in age from the youngest at the start of the Holocene Epoch to the oldest from the Archaean Eon, up to 3.4 billion years old.[2][3] The observations that certain fossils were associated with certain rock strata led early geologists to recognize a geological timescale in the 19th century. The development of radiometric dating techniques in the early 20th century allowed geologists to determine the numerical or "absolute" age of the various strata and thereby the included fossils.

　　Like extant organisms, fossils vary in size from microscopic, such as single bacterial cells[4] only one micrometer in diameter, to gigantic, such as dinosaurs and trees many meters long and weighing many tons. A fossil normally preserves only a portion of the deceased organism, usually that portion that was partially mineralized during life, such as the bones and teeth of vertebrates, or the chitinous or calcareous exoskeletons of invertebrates. Preservation of soft tissues is rare in the fossil record. Fossils may also consist of the marks left behind by the organism while it was alive, such as the footprint or feces (coprolites) of a reptile. These types of fossil are called trace fossils (or ichnofossils), as opposed to body fossils. Finally, past life leaves some markers that cannot be seen but can be detected in the form of biochemical signals; these are known as chemofossils or biomarkers

　　Title：Fault-belief experiment

　　Type of Questions：TRUE/ FALSE/ NOT GIVEN、Matching/Multiple Choice

　　【文章概要】

　　Passage 3

　　关于孩子的意识形成年龄。讲儿童心理学上的错误认知，就是几个实验，然后各个给出不同解释。

　　个研究的人组织了一个实验：一个小男孩把巧克力放进蓝色壁橱，他妈妈趁他不在，把巧克力放进绿色壁橱，问围观全程的4岁小朋友们小男孩回来会在哪个壁橱里找，小朋友们全部回答说绿色的，们分别给出了解释。

　　第二个实验简化了个的条件：俩娃娃，一个有篮子一个有盒子，围观全程的小朋友里面，3岁的都回答错了，4岁的都回答对了。于是又有针对这两个实验的解释。

　　接下来就是各路继续讨论了，与文化背景，家庭生活等各种因素有关，有人支持小朋友应该多和年长的人交流避免误导，有人支持小朋友应该多和同龄人交流来锻炼思考能力。

　　英文参考：

　　False-belief task

　　One of the most important milestones in theory of mind development is gaining the ability to attribute false belief: that is, to recognize that others can have beliefs about the world that are diverging. To do this, it is suggested, one must understand how knowledge is formed, that people’s beliefs are based on their knowledge, that mental states can differ from reality, and that people’s behavior can be predicted by their mental states. Numerous versions of the false-belief task have been developed, based on the initial task done by Wimmer and Perner (1983).

　　In the most common version of the false-belief task (often called the ‘Sally-Anne’ task), children are told or shown a story involving two characters. For example, the child is shown two dolls, Sally and Anne, who have a basket and a box, respectively. Sally also has a marble, which she places in her basket, and then leaves to take a walk. While she is out of the room, Anne takes the marble from the basket, eventually putting it in the box. Sally returns, and the child is then asked where Sally will look for the marble. The child passes the task if she answers that Sally will look in the basket, where she put the marble; the child fails the task if she answers that Sally will look in the box, where the child knows the marble is hidden, even though Sally cannot know, since she did not see it hidden there. In order to pass the task, the child must be able to understand that another’s mental representation of the situation is different from their own, and the child must be able to predict behavior based on that understanding. The results of research using false-belief tasks have been fairly consistent: most normally-developing children are unable to pass the tasks until around age four. (Notably, while most children, including those with Down syndrome, are able to pass this test, in one study, 80% of children diagnosed with autism were unable to do so.)

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