劍橋雅思閱讀真題及答案解析TESTONEPASSAGE1:Tropicalrainforests
做好雅思的閱讀題除了掌握對(duì)的方法，也離不開(kāi)我們?nèi)粘５男燎诰毩?xí)，下面小編給大家?guī)?lái)劍橋雅思閱讀真題及答案解析 TEST ONE PASSAGE 1:Tropical rainforests。
Tropical rainforests原文
You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.
Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests — what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.
Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.
Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.
The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.
Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.
Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.
The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.
One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.
In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.
The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.
Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.
Tropical rainforests閱讀題目
Questions 1-8
Do the following statements agree with the information given in Reading Passage 1
In boxes 1-8 on your answer sheet write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1 The plight of the rainforests has largely been ignored by the media.
2 Children only accept opinions on rainforests that they encounter in their classrooms.
3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.
4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them.
5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa’
6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.
7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.
8 A second study has been planned to investigate primary school children’s ideas about rainforests.
Questions 9-13
The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.
Answer the following questions by choosing the correct responses A-P.
Write your answers in boxes 9-13 on your answer sheet.
9 What was the children’s most frequent response when asked where the rainforests were
10 What was the most common response to the question about the importance of the rainforests
11 What did most children give as the reason for the loss of the rainforests
12 Why did most children think it important for the rainforests to be protected
13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television
A There is a complicated combination of reasons for the loss of the rainforests.
B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.
C Rainforests are located near the Equator.
D Brazil is home to the rainforests.
E Without rainforests some animals would have nowhere to live.
F Rainforests are important habitats for a lot of plants.
G People are responsible for the loss of the rainforests.
H The rainforests are a source of oxygen.
I Rainforests are of consequence for a number of different reasons.
J As the rainforests are destroyed, the world gets warmer.
K Without rainforests there would not be enough oxygen in the air.
L There are people for whom the rainforests are home.
M Rainforests are found in Africa.
N Rainforests are not really important to human life.
O The destruction of the rainforests is the direct result of logging activity.
P Humans depend on the rainforests for their continuing existence.
Question 14
Choose the correct letter, A, B, C, D or E.
Write your answer in box 14 on your answer sheet.
Which of the following is the most suitable title for Reading Passage 1
A The development of a programme in environmental studies within a science curriculum
B Children’s ideas about the rainforests and the implications for course design
C The extent to which children have been misled by the media concerning the rainforests
D How to collect, collate and describe the ideas of secondary school children.
E The importance of the rainforests and the reasons for their destruction
Tropical rainforests答案解析
答案：FALSE
關(guān)鍵詞：media
定位原文：第1段第3句“In the face of the frequent and often vivid media coverage…”;“Despite the extensive coverage in the popular media of the destruction of rainforests…”
解題思路：這兩段當(dāng)中的frequent/vivid/extensive/coverage等詞都說(shuō)明媒體對(duì)于熱帶雨林的現(xiàn)狀十分關(guān)注，并做了廣泛報(bào)道。
Question 2
答案：FALSE
關(guān)鍵詞：children/classroom
定位原文：第2段第3句“These ideas may be developed by children absorbing ideas through the popular media?！边@些觀點(diǎn)可能是學(xué)生從大眾媒體中獲得的。
解題思路：這句話證明學(xué)生也從大眾媒體中吸取有關(guān)熱帶雨林的觀點(diǎn)，而并不是只從課堂中得到相關(guān)知識(shí)。
Question 3
答案：TRUE
關(guān)鍵詞：pure/ mistaken
定位原文：第2段第1句“Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science.”
解題思路：這句話是題干的同義替換，學(xué)生關(guān)鍵需要掌握“harbour”在這里的意思等于“hold”。
Question 4
答案：TRUE
關(guān)鍵詞：framework/easier
定位原文：第2段第2句“These misconceptions do not remain isolated but become incorporated into a multifaceted，but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification.”
解題思路：解這題的關(guān)鍵是要明白題干中的“easier to change”和文中的“accessible to modification”是同義替換。
劍橋雅思4Text1閱讀答案解析Question 5
答案：FALSE
關(guān)鍵詞：yes/no
定位原文：第4段第2句“Secondary school children were asked to complete a questionnaire containing five open-form questions.”
解題思路：Open-form指簡(jiǎn)答題，與yes/no直接矛盾。
Question 6
答案：NOT GIVEN
關(guān)鍵詞：more likely than
定位原文：第5段第4句“More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.”
第6段第1句“Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats.”
解題思路： 雖然這兩句話分別將男生女生作了比較，但是比較內(nèi)容并不是關(guān)于熱帶雨林破壞的錯(cuò)誤觀點(diǎn)，所以此題屬于并不存在的比較關(guān)系。
Question 7
答案： TRUE
關(guān)鍵詞：follow on from
定位原文：第6段第2句“These observations are generally consistent with our previous studies of pupils’ views about the use and conservation of rainforests…”
解題思路：“previous”一詞是先前的意思，證明在此研究之前，人們也就學(xué)生對(duì)熱帶雨林的看法做了研究，因此本文所提到的調(diào)査是在這些研究之后進(jìn)行的。
Question 8
答案：NOT GIVEN
關(guān)鍵詞：primary/second
解題思路：文中直到最末尾也從未提到這項(xiàng)研究是否會(huì)繼續(xù)，所以此題屬于無(wú)中生有。
Question 9
答案：M
關(guān)鍵詞：where/ rainforests
定位原文：第4段第6句“The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%).”
解題思路：根據(jù)對(duì)應(yīng)句信息可選出答案為M。
Question 10
答案：E
關(guān)鍵詞：importance/rainforests
定位原文：第9段第1句…the majority of children simply said that we need rainforests to survive.
解題思路：根據(jù)對(duì)應(yīng)句信息可選出答案為E。
Question 11
答案：G
關(guān)鍵詞：reason/loss
定位原文：第7段第2句“...more than half of the pupils(59%)identified that it is human activities which are destroying rainforests,...”
解題思路：根據(jù)對(duì)應(yīng)句信息可選出答案為G。
Question 12
答案：P
關(guān)鍵詞：important/protected
定位原文：第5段第2句“The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats.”
解題思路：根據(jù)對(duì)應(yīng)句信息可選出答案為P。
Question 13
答案：J
關(guān)鍵詞：uncommon/issue
定位原文：第9段第2句至第3句“Only a few of the pupils(6%)mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue.”
解題思路：根據(jù)對(duì)應(yīng)句信息可選出答案為J。
Question 14
答案：B
關(guān)鍵詞：title
定位原文：無(wú)
解題思路：從文章第二段開(kāi)始，一直在圍繞孩子對(duì)熱帶雨林容易產(chǎn)生錯(cuò)誤的理解，因此本文重點(diǎn)應(yīng)該放在孩子對(duì)熱帶雨林遭破壞狀況的觀點(diǎn)上，故要選擇一個(gè)帶有孩子的標(biāo)題。
雅思閱讀--兩手都要抓
首先，是如何提高自己英語(yǔ)閱讀的基本能力。而這樣的能力又主要分為兩個(gè)層次：詞匯的掌握和讀句子的能力。閱讀基本能力的提升，需要至少2個(gè)月的時(shí)間，通過(guò)給學(xué)生專(zhuān)業(yè)化的方案指導(dǎo)，將課堂上的學(xué)習(xí)和課堂后的復(fù)習(xí)相結(jié)合，讓其在一個(gè)合理的時(shí)間規(guī)劃期內(nèi)去提升自己的基礎(chǔ)能力，達(dá)到一個(gè)最佳的效果。這也是對(duì)于我們老師在教學(xué)中要求一直秉持的原則，忌急于求成，囫圇吞棗。
那么怎么去做基礎(chǔ)能力提升呢?對(duì)于大部分學(xué)生而言，詞匯的把握是核心。第一、同學(xué)們必須去把握閱讀部分的高頻詞，這些詞匯是所有同學(xué)都必須認(rèn)真記憶的，按照我們最新的權(quán)威數(shù)據(jù)統(tǒng)計(jì)，大概在1000個(gè)單詞左右，我們也為所有的學(xué)員將這些單詞做成了獨(dú)有的單詞庫(kù)，幫助大家以最高效的方式掌握必考詞匯;第二、同學(xué)們需要掌握好一些近義詞或同義詞詞組，雅思的閱讀部分考查就是看同學(xué)們對(duì)同義詞替換的一個(gè)把握，這些詞組的掌握是同學(xué)們獲得高分的基礎(chǔ)。
我們同樣為同學(xué)們對(duì)這些詞組進(jìn)行了總結(jié)和研究。在我們課堂上，我們授課老師會(huì)定期抽查同學(xué)們對(duì)于這2個(gè)詞匯庫(kù)的掌握，督促同學(xué)們做好詞匯的記憶工作。未參加培訓(xùn)的同學(xué)不妨可以效仿這樣的模式，給自己一些壓力和期限，認(rèn)真做好最基本詞匯與詞組的積累。
解決雅思閱讀的第二方面，就是要掌握好雅思閱讀部分解題的關(guān)鍵性技巧。雅思閱讀部分共有3篇文章，每篇1000詞左右，有40道題目要回答，時(shí)間是一小時(shí)。如果沒(méi)有對(duì)考試題型有透徹理解，那么很難在這么緊張的時(shí)間里去做好題目。因此一定要按照不同考題的特點(diǎn)和對(duì)應(yīng)的能力要求，有的放矢的去準(zhǔn)備以及應(yīng)對(duì)。筆者在日常的教學(xué)中會(huì)指導(dǎo)同學(xué)們把握不同題目的做題方法和技巧，一方面要讓他們知道為什么要這樣去思考，去做題，另一方面告訴他們?cè)趺慈レ`活變通的去使用技巧。
只有把方法以及如何靈活運(yùn)用這些方法講透，學(xué)生們才能真正地掌握好、正確使用、自信滿(mǎn)滿(mǎn)地考取高分。我的小部分學(xué)生曾和我透露過(guò)這樣的困惑，在參加過(guò)一些培訓(xùn)之后，考試不理想，但是明明上課的時(shí)候聽(tīng)得很爽，只是到考場(chǎng)上做題卻犯難。
其實(shí)，那正是因?yàn)轭}目的解題技巧沒(méi)講透，沒(méi)講清楚應(yīng)該怎么靈活的運(yùn)用，培訓(xùn)老師沒(méi)有從考生的角度去思考。我們的模考體系就是考慮到這一點(diǎn)建立健全起來(lái)的，通過(guò)階段性測(cè)試檢驗(yàn)學(xué)生有沒(méi)有真正地聽(tīng)懂，老師有沒(méi)有認(rèn)真負(fù)責(zé)地講清楚。?？家膊粩嘧屚瑢W(xué)們看到自己階段性學(xué)習(xí)成果，從而更有動(dòng)力。
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