01   雅思听力  Listening

Part1 Getting a job with an airline 航空公司求职   

【题型】：填空题

 

点评

该篇part1难度较易。场景和答案词都比较常规。考前多熟悉机经词，拼写答案时留意单复数细节。

1.money

2.168

3.math

4.language

5.swim

6.illness

7.cultures

8.Eurontas

9.team

10.uniform

（答案仅供参考，实际答案及顺序可能有变化）

 

Part2 酒店介绍

【题型】：单选+地图

点评

8月首场考试即考察了地图题，该题型的基础在于方位表达的识别，同学们考前记得复习熟悉各个表达的发音。

Part3 学术讨论

【题型】：单选+配对

点评

这篇part 3 整体难度中等偏上。学术场景的专业术语和观点讨论对词汇量和逻辑理解要求较高，尤其是配对题需同时处理多个信息，容易跟丢。建议同学们打牢学术表达基础，同时强化笔记处理辅助记录信息，用符号速记加快记录速度。

21. C

22. C

23. B

24. B

25. F

26. I

27. D

28. B

29. E

30. A

（答案仅供参考，实际答案及顺序可能有变化）

 

Part4 Reintroducing the Beaver Population to Britian

【题型】：填空

 

点评

场景比较常规，部分答案词难度较大，如nitrogen（n.氮气）。注意整理生物学高频词，如 migration，habitat，结合发音规律记忆拼写。

31. transport

32. protection

33. tail

34. migration

35. perfume

36. headaches

37. tourism

38. flood

39. nitrogen

40. insects

（答案仅供参考，实际答案及顺序可能有变化）

02   雅思阅读   Reading

 

三篇文章分别涉及科技（面部识别）、科学实验（培养皿）、人文社科（格林童话），覆盖了雅思阅读常考的主流题材。其中科技类文章常包含技术原理、应用场景及争议讨论；科学实验类多涉及实验过程、结果分析与科学意义；人文社科类则可能围绕文化现象、历史背景或社会影响展开。结合常见考情，科技类文章可能出现较多段落匹配题（如技术发展阶段匹配）和填空题（专业术语填空）；科学实验类易涉及实验步骤排序、实验结论判断题；人文社科类可能侧重观点匹配题（不同学者对格林童话的解读）及摘要填空题。整体题型分布符合雅思阅读“细节题+主旨题”的平衡设置，对定位能力和同义替换识别要求较高。通常雅思阅读三篇文章难度递增。P1面部识别作为科技入门题材，词汇及句子结构相对基础，适合快速定位答题；P2培养皿相关实验文章可能涉及较多实验数据和科学方法论描述，逻辑复杂度有所提升；P3格林童话的社科类文章可能包含抽象概念和多观点对比，对理解深度和推理能力要求更高，是拉开分数差距的关键部分。

 

Passage 1 

主题：面部识别

题型：判断（4个）+配对空题（9个）

类别：科技

难度：★★

 

判断题

1. False

2. True

3. Not Given

4. False

 

配对题

5. E

6. A

7. C

8. D

9. F

10. H

11. A

12. E

13. F

 

点评

雅思阅读中“面部识别”话题属于科技类高频题材，曾在考试中以独立篇章形式出现（如2012年3月17日阅读Passage 1）。该话题通常围绕技术原理、应用场景及研究局限展开，常见题型包括判断题（True/False/Not Given）、段落信息匹配题及摘要填空题。

从考点分布来看，文章可能涉及面部识别技术的定义与特征（如三维与二维图像的差异）、实际应用案例（如自动售货机的年龄验证、犯罪识别中的证人指认问题），以及研究争议（如“漂亮面孔是否更容易被记住”的结论不确定性）。例如，某篇相关文章通过多个段落分别探讨身份特征定义、照片研究的科学性缺陷、误认原因及器官重要性分析等内容，对应段落匹配题和细节判断题的考查。

备考时需重点关注科技类词汇（如facial recognition, 3D imaging）及同义替换（如“deny access”对应“refuse to dispense”），同时训练快速定位研究结论、实验方法及优缺点的能力，以应对该话题常见的综合题型组合。

Passage 2

主题：How the Petri Dish Supports Scientific Advances

题型：段落信息匹配题（6个）+判断题

类别: 科技

难度：★★★★

 

段落信息匹配

14.  D（human and non-human liver cells）

15.  F（Alzheimer’s, Parkinson’s, schizophrenia）

16.  A（rarely receive appreciation vs. forefront of discovery）

17.  C（plastic instead of glass）

18.  F（check it every day）

19.  B（glass scientific instruments: microscope lenses, beakers）

 

人物观点匹配

20.  C（regeneration phases: activate → proliferate → functional）

21.  A（glass enabled experimental method/scientific revolution）

22.  D（specially treated dish for 3D growth）

23.  B（reproduce diseases not observable in patients）

24.  A（glass allowed visual evidence/experimental method）

25.  B（produce neurons, cardiac, liver cells, etc.）

 

摘要填空

26.  sticking（E段：stop cells sticking to it）

27.  dimensions（E段：three rather than two dimensions）

28.  structure（E段：a structure that looks like a developing brain）

29. species（F段：differs in humans compared with other species）

 

点评

雅思阅读文章《How the Petri Dish Supports Scientific Advances》属于科学技术类题材，此类文章在雅思阅读中常因专业术语较多给考生带来理解障碍，但考试核心并非考查专业知识，而是需要考生掌握相关核心词汇、熟悉文体规律并积累背景知识。从文体结构来看，作为实验工具相关的文章，其行文可能遵循科学技术类文章的常见逻辑，例如按“实验背景→实验准备→实验过程→实验结果→实验结论与分析”的顺序展开，或先提出现象再通过理论阐释与缺陷剖析得出结论。

关于培养皿（Petri dish）的背景信息，其由德国细菌学家Julius Richard Petri发明，最初作为科赫的助理时设计，主要材质为玻璃或塑料，可通过灭菌重复使用（玻璃材质）或作为一次性耗材（塑料材质），现代设计中盖子和底部的环结构便于堆叠，还可组合形成“多孔板”。其核心应用包括微生物学研究中的琼脂平板制备（含琼脂、养分、盐等成分）、病毒培养的两步接种法、真核细胞培养，以及植物发芽观察、样品临时存放等实验室常规用途，培养时通常倒置以减少污染和冷凝水干扰。这些背景知识可能帮助考生理解文章中关于培养皿在科学研究中的具体作用，但需注意避免过度依赖专业知识，而应聚焦阅读技能本身。

备考时，建议考生重点关注实验类文章的结构特征，熟悉“实验步骤”“技术应用”“科学影响”等高频主题的词汇（如sterilization、inoculation、microbiology等），并通过泛读和精读训练提升对长难句的理解能力，例如处理涉及多个技术环节或因果关系的复杂句式。由于搜索结果中未提及该文章2025年的具体题型分布或机经信息，考生可参考科学技术类文章的常见题型，如细节匹配题、判断题（可能涉及比较或因果关系考点）及摘要填空题，注重定位与信息筛选能力的训练。

 

参考文章：

READING PASSAGE 2 

Answer Questions 17‐32, which are based on Reading Passage 2. 

 

How the Petri dish supports scientific advances

A simple piece of scientific equipment is helping research in three institutions in Cambridge, UK

A  

Petri dishes, invented by German microbiologist Julius Richard Petri in 1887, rarely receive the appreciation or attention that their more complex lab companions like the microscope enjoy. They are simply, utilitarian little things and it’s understandable that some people see them as just shallow dishes with lids. But Petri dishes deserve celebrating; they are still at the forefront of scientific discovery. 

B  

The invention of the Petri dish, and the advances it has helped to create, are part of a bigger whole, of course – the development of glass scientific instruments, from microscope lenses to laboratory beakers. In The Glass Bathyscaphe: How Glass Changed the World, Alan Macfarlane argues that without glass, the Renaissance and the scientific revolution would never have happened. Around 70 per cent of what we know about the world comes in through our eyes, Macfarlane points out, and glass instruments enabled us to see better. Until about 1400, knowledge was based on what people had been told in the past. ‘Glass allowed the growth of the experimental method. Don’t trust what you are being told: see it for yourself. It was transformational,’ he says. 

C  

At the Wellcome‐MRC Cambridge Stem Cell Institute, Professor Ludovic Vallier says that his first encounter with a Petri dish was a classic example of understanding the world in this way: students used the dishes to see which bacteria could grow in the presence of antibiotics. ‘It’s good to see things grow,’ he says. ‘It is a fascinating experience. Now, we grow cells in the Petri dish, and we don’t use glass any more, but plastic.’ 

Today, his team focuses on stem cells, which have the capacity to become any cell type in the human body: neurons, skin cells, liver cells, and so on. Vallier and his colleagues study them in order to understand how they do this, and how they can produce more cells. And to study them, they need to grow them. ‘We put the stem cells on the dish and the we feed them and they grow,’ he says. ‘And then… we divide them and distribute them in new Petri dishes, and we grow them again. We feed them on a liquid medium that is basically food for cells: it tells them to grow and also what to do, as we want to produce new cells. So by feeding them this medium we can allow the cells to become neurons, cardiac cells, liver cells, and so on. We can then model disease in a dish, or produce cells for regenerative medicine applications.’ This means that the Petri dish becomes a place where Vallier and his team can study what happens to those cells when disease strikes. ‘We work a lot on fatty liver diseases, and in this case the liver cell in the dish becomes full of fat, which we can see … We can’t look inside a patient’s liver to see what’s happening. So we are reproducing those diseases in our dishes.’ 

D  

‘Disease in a dish’ is also the focus of Dr Meritxell Huch’s team at the Gurdon Institute. They use between 50 and 150 Petri dishes every day to grow mouse liver and human liver cells, in order to study how the liver can regenerate itself. Huch’s team is examining the molecular mechanisms by which these cells decide to multiply. She says: ‘You can divide regeneration into different phases. The cells first have to realize that there is damage and activate the response. Once they activate the response, the cells will proliferate to compensate for the loss of cells owing to the damage. And once they have proliferated, they then have to become functional cells.’

E  

In the MRC Laboratory of Molecular Biology, Dr Madeline Lancaster and her team grow ‘mini‐brains’ in hundreds of Petri dishes. Here, the dish has been specially treated to stop cells sticking to it and to encourage them to float freely. Dr Lancaster explains that they want the cells to develop in three, rather than two, dimensions as that’s the way our brains are. ‘If you can grow neurons on a dish in two dimensions, you can see individual neurons and see what they do, but you won’t be able to understand the architecture of those cells – their positioning relative to one another.’ She says that his new method gives you a structure that looks a lot more like that of an actual developing brain. 

F  

The aim of this research is to look at exactly how neurons are made and how that differs in humans compared with other species. One day, says Lancaster, this work could translate into understanding far more about Alzheimer’s disease, Parkinson’s and schizophrenia. So in a world of cutting‐edge and highly complex technology, Petri dishes, in their relative simplicity, remain a vital weapon in the fight against the world’s most diseases. And they also enable a hands‐on approach that she finds satisfying. 

‘It’s a bit like gardening,’ she says. ‘You’re taking care of this thing. You keep an eye on it and you check it every day. You change the media this day or that day to help it grow better. It’s rewarding to see something grow before your eyes. There’s something about the interplay between new, next‐ generation and classic technologies. They give you capabilities that were not possible before.’ 

 

Questions 17‐22 

Reading Passage 2 has six sections, A‐F. 

Which section contains the following information? 

Write the correct letter, A‐F, in boxes 17‐22 on your answer sheet. 

NB You may use any letter more than once. 

17 a description of an experiment involving both human and non‐human cells of a specific type 

18 possibilities for improved research into various medical conditions 

19 contrasting views of the importance of the Petri dish 

20 a change remarked on by one scientist in the material used for the Petri dish 

21 a claim that the Petri dish enables a scientist to monitor the progress of an experiment on a regular basis 

22 a reference to the importance of a material for different types of laboratory equipment 

 

Questions 23‐28 

Look at the following statements (Questions 23‐28) and the list of people below.  

Match each statement with the correct person, A, B, C or D. 

Write the correct letter, A, B, C or D, in boxes 23‐28 on your answer sheet. 

NB You may use any letter more than once. 

23 To deal with the injury, cells must go through a series of activities in a particular order. 

24 One technological development formed the basis of all modern scientific research. 

25 A modification to the Petri dish allows experiments to provide more accurate information 

26 Petri dishes allow observation of medical conditions that are normally impossible to observe 

27 Visual evidence is a very important requirement for the provision of reliable information 

28 Petri dishes can be used to help produce a range of new cells of many different kinds. 

 

Questions 29‐32 

Complete the summary below. 

Choose ONE WORD ONLY from the passage for each answer. 

Write your answers in boxes 29‐32 on your answer sheet. 

Research in the MRC Lab of Molecular Biology

A team led by Dr Madeline Lancaster is using special Petri dishes which prevent brain cells from 29 ………………. to them. The aim is to allow the neurons to grow in three 30 …………………… This results in a 31 …………………. that resembles a developing brain. The technology could help scientists study how neuron production varies in different 32 …………………., leading to possibilities for increased medical knowledge. 

 

Passage 3

主题：格林童话

题型：判断（6个）+单选题（3个）+句子配对（5个）

类别：社会科学

难度：★★★★

 

判断题

27.   Not Given

28.   False

28. Not Given

29. True

31. True

32. False

 

单选题

33. A

34. C

35. D

 

句子配对

36. D

37. A

38. H

39. E

40. B

 

点评

P3选自九分达人Test4 Passage 3，主题为《格林童话》的历史背景、改编过程及文化影响，本文按“背景→争议→改编→影响”的逻辑展开，近期文化类文章占比约25%，常结合历史渊源、社会影响、学术争议三大维度命题。考生需加强对“观点对比型”文章的解读能力，尤其注意区分“作者观点”与“他人观点”（如本文中多位学者对格林童话的不同评价）

核心词汇

文化类：folklorists（民俗学家）、allegories（寓言）、oral narratives（口头叙事）；

高频学术词：gruesome（恐怖的）、therapeutic（治疗的）、utopian（乌托邦的）、motifs（主题）。

 

03   雅思写作   Writing

 

小作文 

本次考题为甲烷发电的流程图，大概流程为：

收集家用垃圾 → 将其分类：compost, recycling, landfill → landfill产生甲烷 (methane gas) → 运输到sealed container underground → 从管道中运输，经历过cleaning &和generating之后供应电力 → 给家庭和工厂发电

 

此题为新题，暂未收集到图，所以可参考相似题目：煤炭发电流程

 

点评

题目分析：

 

本题属于雅思小作文中的流程图，描述了家用垃圾经过处理后产生甲烷，并生产电力的过程。本题是较为常规的流程图，需要考生对于流程图常见动词有一定的积累，才能梳理出流程并清晰描述。除了常见动词的积累外，还需要考生会准确适用衔接词去做到各个流程之间的衔接和连贯。

 

参考思路：

- Introduction: 改写题目

- Overview: 描述一共有几个阶段、最初和最后的阶段。

- Detail 1: 家用垃圾的收集和分类

- Detail 2: 甲烷的产生、收集和运输；甲烷发电并供应电力的过程。

 

大作文 

There are more and more older workers working in companies. Does this trend have more advantages or disadvantages for a company?

 

点评

题目分析：

1. 本题属于利弊类（positive or negative development）类型，此类题型要求考生选定立场，分析年长员工在公司占比上升的利与弊，

2. 虽然题目问的是优点是否大于缺点，但建议考生使用让步段来使论证更平衡。

3. 关键词为older workers（年长员工）和companies（公司层面），题目要求的是对公司层面的利弊，而不是对个人或社会的影响，因此分析时要避免谈及养老、社会等宏观层面。

 

参考思路：

Advantages:

1. 有丰富的行业经验与专业知识（extensive industry experience and expertise）

年长员工在职场多年，积累了丰富的业务知识，能帮助公司做出更稳健的决策，实现公司的可持续发展(sustainable development)

2. 危机应对与问题解决能力强（strong crisis management and problem-solving skills）

他们经历过各种危机，面对突发情况时更冷静、反应更稳，并且能根据过往经验协助公司度过危机。

3.稳定性与忠诚度较高（high stability and loyalty）

离职率低，这可以减少企业在招聘与培训上的成本。

Disadvantages:

1. 技术使用能力较差、学习速度较慢（slower adaptation to new technologies）

对的软件、设备或数字工具的接受度可能不如年轻员工，在一定程度上会影响企业工作效率。

2. 缺乏足够的创新思维与冒险精神（less innovative and risk-taking）

年长员工遇到问题、做决策时更倾向于沿用过去的做法，可能限制公司在新兴市场的竞争力。

3. 薪资与福利成本较高（higher salary and benefit costs）

资历与职位往往伴随更高的薪酬与福利支出，这增加企业运营成本。

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