# 雅思学习包答案 — 2026-08-28（第6期 · 阅读 Reading + Task2 大作文）

## 判断题（TRUE / FALSE / NOT GIVEN）

1. **TRUE** — 原文 "the brain replays the day's experiences, strengthening the connections between neurons" 与题干同义。
2. **FALSE** — 原文 "Rapid Eye Movement (REM) sleep, which occurs later in the night"，题干说 beginning of the night，明确相反。
3. **TRUE** — 原文 "caffeine consumed in the afternoon can reduce the quality of deep sleep"，与题干一致。
4. **FALSE** — 原文 "though researchers caution that more evidence is needed"，题干用 "proven"（已证实），与原文矛盾。

## 填空题

5. **memory consolidation**（原文 "This process, known as memory consolidation"）
6. **2 p.m.**（原文 "avoiding caffeine after 2 p.m."）

## 选择题

7. **B** — scored higher than those who stayed awake
8. **B** — emotional and procedural memories

## Task2 大作文范文（约 240 词）

**题目：Some people believe that university students should be required to attend all lectures, while others think students should be free to choose whether to attend. Discuss both views and give your own opinion.**

Some argue that compulsory lecture attendance is necessary for academic success, while others believe students should decide for themselves. This essay will discuss both perspectives and argue that a flexible, quality-driven approach is best.

On one hand, requiring attendance has clear benefits. Lectures provide structured guidance and direct contact with experts, which textbooks cannot fully replace. Regular attendance also builds discipline and prevents students from falling behind. Moreover, research suggests a strong link between attendance and exam performance, particularly in subjects involving complex ideas that benefit from explanation and discussion.

On the other hand, university students are adults who should take responsibility for their own learning. Forcing attendance treats them like schoolchildren and ignores individual differences. Some students learn more effectively from online resources or independent study, and many must balance education with part-time work or family duties. In addition, poorly delivered lectures can waste time that would be better spent reading.

In my opinion, the answer lies between the two extremes. Universities should make attendance compulsory for core courses and practical sessions where interaction is essential, while allowing flexibility for optional or well-recorded modules. More importantly, lecturers should improve teaching quality so that students attend because they genuinely benefit, not because they are forced.

In conclusion, while attendance should be encouraged for its clear advantages, students also deserve the freedom to manage their own education. A balanced approach serves students best.