雅思练习题？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，那么，雅思练习题？一起来了解一下吧。
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！liuxue.87dh/
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 suicide， though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults， 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 small 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.
希望以上的答复能对您的留学申请有所帮助。
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！liuxue.87dh/
雅思考试要想拿高分，回顾真题是必不可少的。以下是由小钟老师为大家精心整理的“2023年11月6日雅思考试真题及答案”，仅供参考，希望能够对大家有所帮助。
2023年11月6日雅思考试真题及答案12023年11月6日雅思听力考试真题及答案2雅思2023年11月6日阅读考试真题及答案32023年11月6日雅思作文考试真题及范文小钟老师整理准备多久能考到雅思6.5分?
不同基础同学准备时间也不同，短的裸考或者准备一两周就能考到，长的备考了7个月甚至到一年的都有。除了自身水平以外，也要看自己学雅思的方法正不正确。有时候付出足够努力，但方向不对也是白费劲。
不过根据雅思之前调研的数据，多于300个小时的连续性学习(平均每周至少18个小时)才能将学生的分数段从6.0提高到6.5或者从6.5提高到7.0。
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！liuxue.87dh/
雅思双十一考试的听力考试的真题是怎样的呢?需要大家进行回顾，来一起看看吧。今天和小钟老师来一起看看2023年11月11日雅思听力考试真题及答案。
2023年11月11日雅思听力考试真题
Section 1
主题：房屋修缮
参考答案：
1-9填空
1. Keyworth
2. fan
3. shower
4. gate
5. lock
6. storm
7. plastic
8. 答案待补充
9. May 8
10. 多选
AG
Section 2
主题：露营营地
参考答案：
11. cooking equipment
12. clothes
13. buy water
14. tent
15. park
16. nature
17. 答案待补充
18. boat
19. improve skills
20. show
Section 3
主题：公共服务
参考答案：
(答案待补充)
Section 4
主题：未来科技
参考答案：
31. fire
32. intelligent
33. varied
34. women
35. quality of life
36. gene
37. physical changes
38. particular disease
39. park / forests
40. planet
雅思听力备考
1.提高听力技能
雅思听力部分的目的是测试你的听力技能。
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。liuxue.87dh/
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 smile， 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 smiles 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 smiles 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 assessment 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 mechanism 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， analytical 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.＇
以上信息希望能帮助您在留学申请的道路上少走弯路。
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！liuxue.87dh/
雅思口语考试尽量要提前一个月准备，那么雅思口语考试练习话题有哪些呢?想必是不少出国人士比较感兴趣的问题，和小钟老师一起来看看2023年4月份雅思口语考试练习话题：an interesting building!欢迎阅读。
2023年4月份口语考试练习话题：an interesting building
Describe an interesting building. You should say:
Where it is located.
What it looks like.
What services are provided?
Why you like it.
Thank you for the opportunity to speak to you. I am sure you will find my talk interesting and informative.
1. a) Of all the interesting buildings I have seen, the 305 meter tall Radio and TV Tower in Shenyang comes to mind.
b) It is located in the city center near the Government Square.
2. a) The design of the tower is that of a needle with a brood base.
b) Situated near the top is what, in my opinion, looks like a massive hamburger.
3. a) The primary function of the Tower is telecommunications.
b) Engineers use it to send telephone signals far and wide.
There are a couple of reasons why I find the TV Tower such a fascinating building. Allow me to explain by mentioning some of them briefly.
4. a) To start, the tower contains a revolving restaurant.
b) What I mean to say is that one can sit down for a meal while the view over the city is forever changing. It takes 45 minutes to complete one revolution.
5. a) Secondly, the engineering skills and technologies that were applied to build it are mind-boggling to me.
b) What I mean is that this fills me with a great sense of pride about my nation and my country.
6. a) Lastly, to me the tower is a symbol of the strength of the Chinese people.
b) For example, it has experienced many storms without being blown over.
7. So, in short, those are my views on an interesting building.
希望以上的答复能对您的留学申请有所帮助。
以上就是雅思练习题的全部内容，雅思阅读考前练习：内容：在掌握了雅思阅读考试的题型和解题方法后，可以针对考试中的不同题型，进行相应的考前练习。题型：填空题，简答题，判断题，选择题为主，搭配少量的阅读理解练习。建议：在做完阅读练习后。
