雅思阅读卷练习1.docx
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雅思阅读卷练习1.docx
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雅思阅读卷练习1
ReadingPassage1(共10题,共14.0分)
Youshouldspendabout20minutesonReadingPassage1below.
Questions1-8
READINGPASSAGE1
Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes-aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests-whatandwheretheyare,whytheyareimportant,whatendangersthem-independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.
Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.
Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.
Thestudysurveyschildren’sscientificknowledgeandattitudestorainforests.Secondaryschoolchildrenwereaskedtocompleteaquestionnairecontainingfiveopen-formquestions.Themostfrequentresponsestothefirstquestionweredescriptionswhichareself-evidentfromtheterm‘rainforest’.Somechildrendescribedthemasdamp,wetorhot.Thesecondquestionconcernedthegeographicallocationofrainforests.Thecommonestresponseswerecontinentsorcountries:
Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.
Responsestoquestionthreeconcernedtheimportanceofrainforests.Thedominantidea,raisedby64%ofthepupils,wasthatrainforestsprovideanimalswithhabitats.Fewerstudentsrespondedthatrainforestsprovideplanthabitats,andevenfewermentionedtheindigenouspopulationsofrainforests.Moregirls(70%)thanboys(60%)raisedtheideaofrainforestasanimalhabitats.
Similarly,butatalowerlevel,moregirls(13%)thanboys(5%)saidthatrainforestsprovidedhumanhabitats.Theseobservationsaregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimallife.
Thefourthquestionconcernedthecausesofthedestructionofrainforests.Perhapsencouragingly,morethanhalfofthepupils(59%)identifiedthatitishumanactivitieswhicharedestroyingrainforests,somepersonalisingtheresponsibilitybytheuseoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.
Onemisconception,expressedbysome10%ofthepupils,wasthatacidrainisresponsibleforrainforestdestruction;asimilarproportionsaidthatpollutionisdestroyingrainforests.Here,childrenareconfusingrainforestdestructionwithdamagetotheforestsofWesternEuropebythesefactors.Whiletwofifthsofthestudentsprovidedtheinformationthattherainforestsprovideoxygen,insomecasesthisresponsealsoembracedthemisconceptionthatrainforestdestructionwouldreduceatmosphericoxygen,makingtheatmosphereincompatiblewithhumanlifeonEarth.
Inanswertothefinalquestionabouttheimportanceofrainforestconservation,themajorityofchildrensimplysaidthatweneedrainforeststosurvive.Onlyafewofthepupils(6%)mentionedthatrainforestdestructionmaycontributetoglobalwarming.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.Somechildrenexpressedtheideathattheconservationofrainforestsisnotimportant.
Theresultsofthisstudysuggestthatcertainideaspredominateinthethinkingofchildrenaboutrainforests.Pupils’responsesindicatesomemisconceptionsinbasicscientificknowledgeofrainforests’ecosystemssuchastheirideasaboutrainforestsashabitatsforanimals,plantsandhumansandtherelationshipbetweenclimaticchangeanddestructionofrainforests.
Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthecomplexityofcausesofrainforestdestruction.Inotherwords,theygavenoindicationofanappreciationofeithertherangeofwaysinwhichrainforestsareimportantorthecomplexsocial,economicandpoliticalfactorswhichdrivetheactivitieswhicharedestroyingtherainforests.Oneencouragementisthattheresultsofsimilarstudiesaboutotherenvironmentalissuessuggestthatolderchildrenseemtoacquiretheabilitytoappreciate,valueandevaluateconflictingviews.Environmentaleducationoffersanarenainwhichtheseskillscanbedeveloped,whichisessentialforthesechildrenasfuturedecision-makers.
DothefollowingstatementsagreewiththeinformationgiveninReadingPassage1?
1
1 Theplightoftherainforestshaslargelybeenignoredbythemedia.
∙[A]TRUEifthestatementagreeswiththeinformation
∙[B]FALSEifthestatementcontradictstheinformation
∙[C]NOTGIVENifthereisnoinformationonthis
选择答案:
A
B
C
2
2 Childrenonlyacceptopinionsonrainforeststhattheyencounterintheirclassrooms.
∙[A]TRUEifthestatementagreeswiththeinformation
∙[B]FALSEifthestatementcontradictstheinformation
∙[C]NOTGIVENifthereisnoinformationonthis
选择答案:
A
B
C
3
3 Ithasbeensuggestedthatchildrenholdmistakenviewsaboutthe‘pure’sciencethattheystudyatschool.
∙[A]TRUEifthestatementagreeswiththeinformation
∙[B]FALSEifthestatementcontradictstheinformation
∙[C]NOTGIVENifthereisnoinformationonthis
选择答案:
A
B
C
4
4 Thefactthatchildren’sideasaboutscienceformpartofalargerframeworkofideasmeansthatitiseasiertochangethem.
∙[A]TRUEifthestatementagreeswiththeinformation
∙[B]FALSEifthestatementcontradictstheinformation
∙[C]NOTGIVENifthereisnoinformationonthis
选择答案:
A
B
C
5
5 Thestudyinvolvedaskingchildrenanumberofyes/noquestionssuchas‘ArethereanyrainforestsinAfrica?
’
∙[A]TRUEifthestatementagreeswiththeinformation
∙[B]FALSEifthestatementcontradictstheinformation
∙[C]NOTGIVENifthereisnoinformationonthis
选择答案:
A
B
C
6
6 Girlsaremorelikelythanboystoholdmistakenviewsabouttherainforests’destruction.
∙[A]TRUEifthestatementagreeswiththeinformation
∙[B]FALSEifthestatementcontradictstheinformation
∙[C]NOTGIVENifthereisnoinformationonthis
选择答案:
A
B
C
7
7 Thestudyreportedherefollowsonfromaseriesofstudiesthathavelookedatchildren’sunderstandingofrainforests.
∙[A]TRUEifthestatementagreeswiththeinformation
∙[B]FALSEifthestatementcontradictstheinformation
∙[C]NOTGIVENifthereisnoinformationonthis
选择答案:
A
B
C
8
8 Asecondstudyhasbeenplannedtoinvestigateprimaryschoolchildren’sideasaboutrainforests.
∙[A]TRUEifthestatementagreeswiththeinformation
∙[B]FALSEifthestatementcontradictstheinformation
∙[C]NOTGIVENifthereisnoinformationonthis
选择答案:
A
B
C
9
Questions9-13
READINGPASSAGE1
Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes-aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests-whatandwheretheyare,whytheyareimportant,whatendangersthem-independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.
Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.
Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.
Thestudysurveyschildren’sscientificknowledgeandattitudestorainforests.Secondaryschoolchildre
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