雅思閱讀真題還原(最新版)（簡體書）

《環球教育·雅思真題還原系列:雅思閱讀真題還原（新版）》由兩大部分構成——雅思閱讀題型講解和實戰演練。其中部分補充了簡答題這一題型，并選取新閱讀真題為例進行講解。第二部分的模擬題在題目類型、題型特征、題目要求和題目數量等方面進行了調整，大程度還原了真實的雅思閱讀考題。

郭琳，雅思閱讀考試9分得主。擁有多年的雅思教學經驗，洞悉雅思考試動態，在兼顧一線教學工作的同時，筆耕不輟，潛心研究，獨創“鎖定題型+鎖定段落+鎖定單詞=定位答案”的“三鎖一定”雅思閱讀突破法，使得數萬考生在短期內收獲了突破雅思閱讀考試瓶頸的金鑰匙。
曹慶麗，現任環球雅思北京學校閱讀講師。多次參加環球雅思的教研活動及教材編纂項目；多年從事雅思一線教學，深諳雅思閱讀的新考試動向，熟知中國考生的瓶頸所在，總結出經大量考生實踐驗證的高效實用的考試技巧，因材施教，幫助眾多學生經過短期備考達到理想高分。

B Milgram's experimental set-up involved placinR the teacher-subjects before a panel of thirty switches with labels ranRinR from '15 volts of electricity (sliRht shock)' to '450 volts (danger-severe shock)' in steps of 15 volts each. The teacher-subject was told that whenever the pupil Rave the wrong answer to a question, a shock was told that beRinning at the lowest lever and increasinR in severity with each successive wronR answer. The supposed 'pupil' was in reality an actor hired by Milgram to simulate receivinR the shocks by emitting a spectrum of groans,screams and writhings together with an assortment of statements and expletives denouncing both the experiment and experimenter. MilRram told the teacher-subject to iRnore 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 Rive the wronR 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 administerinR the hiRher levels of punishment, and turned to MilRram with questioning looks and/or plaints 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 arRument was, 'You have no other choice. You must RO on.' What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the hiRhest levels of shock, even in the face of stronR personal and moral revulsion aRainst the rules and conditions of the experiment.
D Prior to carrying out the experiment, Milgram explained his idea to a Rroup of 39 psychiatrists and asked them to predict the averaRe percentaRe of people in an ordinary population who would be willinR to administer the highest shock level of 450 volts. The overwhelminR consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that 'most subjects would not RO 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 frinRe of about one in 1,000 would Rive the highest shock of 450 volts. ……