雅思剑桥4 Test1 阅读原文及题目.docx

雅思剑桥4 Test1 阅读原文及题目.docx

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雅思剑桥4Test1阅读原文及题目

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.

●Questions1-8

DothefollowingstatementsagreewiththeinformationgiveninReadingPassage1.

Inboxes1-8onyouranswersheetwrite

TRUEifthestatementagreeswiththeinformation

FALSEifthestatementcontradictstheinformation

NOTGIVENifthereisnoinformationonthis

1Theplightoftherainforestshaslargelybeenignoredbythemedia.

2Childrenonlyacceptopinionsonrainforeststhattheyencounterintheirclassrooms.

3Ithasbeensuggestedthatchildrenholdmistakenviewsaboutthe‘pure’sciencethattheystudyatschool.

4Thefactthatchildren’sideasaboutscienceformpartofalargerframeworkofideasmeansthatitiseasiertochangethem.

5Thestudyinvolvedaskingchildrenanumberofyes/noquestionssuchas‘ArethereanyrainforestsinAfrica’

6Girlsaremorelikelythanboystoholdmistakenviewsabouttherainforests’destruction.

7Thestudyreportedherefollowsonfromaseriesofstudiesthathavelookedatchildren’sunderstandingofrainforests.

8Asecondstudyhasbeenplannedtoinvestigateprimaryschoolchildren’sideasaboutrainforests.

●Questions9-13

TheboxbelowgivesalistofresponsesA-PtothequestionnairediscussedinReadingPassage1.

AnswerthefollowingquestionsbychoosingthecorrectresponsesA-P.

Writeyouranswersinboxes9-13onyouranswersheet.

9Whatwasthechildren’smostfrequentresponsewhenaskedwheretherainforestswere

10Whatwasthemostcommonresponsetothequestionabouttheimportanceoftherainforests

11Whatdidmostchildrengiveasthereasonforthelossoftherainforests

12Whydidmostchildrenthinkitimportantfortherainforeststobeprotected

13Whichoftheresponsesiscitedasunexpectedlyuncommon,giventheamountoftimespentontheissuebythenewspapersandtelevision

AThereisacomplicatedcombinationofreasonsforthelossoftherainforests.

BTherainforestsarebeingdestroyedbythesamethingsthataredestroyingtheforestsofWesternEurope.

CRainforestsarelocatedneartheEquator.

DBrazilishometotherainforests.

EWithoutrainforestssomeanimalswouldhavenowheretolive.

FRainforestsareimportanthabitatsforalotofplants.

GPeopleareresponsibleforthelossoftherainforests.

HTherainforestsareasourceofoxygen.

IRainforestsareofconsequenceforanumberofdifferentreasons.

JAstherainforestsaredestroyed,theworldgetswarmer.

KWithoutrainforeststherewouldnotbeenoughoxygenintheair.

LTherearepeopleforwhomtherainforestsarehome.

MRainforestsarefoundinAfrica.

NRainforestsarenotreallyimportanttohumanlife.

OThedestructionoftherainforestsisthedirectresultofloggingactivity.

PHumansdependontherainforestsfortheircontinuingexistence.

●Question14

Choosethecorrectletter,A,B,C,DorE.Writeyouranswerinbox14onyouranswersheet.

WhichofthefollowingisthemostsuitabletitleforReadingPassage1

AThedevelopmentofaprogrammeinenvironmentalstudieswithinasciencecurriculum

BChildren’sideasabouttherainforestsandtheimplicationsforcoursedesign

CTheextenttowhichchildrenhavebeenmisledbythemediaconcerningtherainforests

DHowtocollect,collateanddescribetheideasofsecondaryschoolchildren.

ETheimportanceoftherainforestsandthereasonsfortheirdestruction

ReadingPassage2:

WhatDoWhalesFeel

Anexaminationofthefunctioningofthesensesincetaceans,thegroupofmammalscomprisingwhales,dolphinsandporpoises

Someofthesensesthatweandotherterrestrialmammalstakeforgrantedareeitherreducedorabsentincetaceansorfailtofunctionwellinwater.Forexample,itappearsfromtheirbrainstructurethattoothedspeciesareunabletosmell.Baleenspecies,ontheotherhand,appeartohavesomerelatedbrainstructuresbutitisnotknownwhetherthesearefunctional.Ithasbeenspeculatedthat,astheblowholesevolvedandmigratedtothetopofthehead,theneuralpathwaysservingsenseofsmellmayhavebeennearlyallsacrificed.Similarly,althoughatleastsomecetaceanshavetastebuds,thenervesservingthesehavedegeneratedorarerudimentary.

Thesenseoftouchhassometimesbeendescribedasweaktoo,butthisviewisprobablymistaken.Trainersofcaptivedolphinsandsmallwhaleso