128页Word版剑桥雅思真题4Word文件下载.docx

128页Word版剑桥雅思真题4Word文件下载.docx

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Optionalextra

StIves

5

16

HepworthMuseum

London

16thFebruary

45

6

7

3rdMarch

18

S.S.GreatBritain

Salisbury

18thMarch

50

Stonehenge

Bath

23rdMarch

8

Forfurtherinformation:

Readthe9orseeSocialAssistant:

Jane10

SECTION2Questions11-20

Questions11-13

Completethesentencebelow.

RIVERSIDEINDUSTRIALVILLAGE

11RiversideVillagewasagoodplacetostartanindustrybecauseithadwater,rawmaterialsandfuelssuchasand..

12ThemetalindustrywasestablishedatRiversideVillagebywholivedinthearea.

13Therewereovereighteenthcentury.

water-poweredmillsintheareainthe

Questions14-20

Labeltheplanbelow.

WriteNOMORETHANTHREEWORDSforeachanswer.

TheEngineRoom

TheGrindingShop

The

18

River

The19

Yard

20

forthe

workers

CarPark

16

14Road

SECTION3Questions21-30

Questions21and22

Choosethecorrectletter,A,BorC.

21MelaniesaysshehasnotstartedtheassignmentbecauseAshewasdoingworkforanothercourse.

Bitwassreallybigassignment.

Cshehasn’tspenttimeinthelibrary.

22ThelecturesaysthatreasonableexcusesforextensionsareAplanningproblems.

Bproblemswithassignment.Cpersonalillnessoraccident.

Questions23-27

WhatrecommendationdoesDrJohnsonmakeaboutthejournalarticles?

ChooseyouranswersfortheboxandwritethelettersA-Gnexttoquestions23-27.

Amustread

Buseful

Climitedvalue

Dreadfirstsection

EreadresearchmethodsFreadconclusion

Gdon’tread

Jackson:

23

Roberts:

24

Morris:

25

Cooper:

26

Forster:

27

Questions28-30

Labelthechartbelow.

ChooseyouranswerfromtheboxbelowandwritethelettersA-Hnexttoquestions28-30.

Populationstudies

Reasonsforchangingaccommodation

100

90C

80

70

60

40

30

28

29

E

G

20

10

0123456

Possiblereasons

AuncooperativelandlordBenvironment

Cspace

DnoisyneighborsEnearcity

FworklocationGtransport

Hrent

SECTION4Question31-40

Completethenotesbelow

WriteNOMORETHSNTWOWORDSforeachanswer.

READINGPASSAGE1

READING

Youshouldspendabout20minutesonQuestions1-14whicharebasedonReadingPassage1below.

Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingratoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes–aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests–whatandwheretheyare,whytheyareimportant,whatendangersthem–independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.

Manystudieshaveshownthatchildrenharbormisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganized,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.

Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea,theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogramsinenvironmentalstudiesintheirschools.

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,andevenfewer（60%）raisedtheideaofrainforestasanimalhabitats.

Similarly,butatalowerlevel,moregirls（13%）thanboys（5%）saidthatrainforestsprovidedhumanhabitats.Theseobservationsaregenerallyconsistentwithourpreviousstudiedofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimallife.

Thefourthquestionconcernedthecausesofthedestructionofrainforests.Perhapsencouragingly,morethanhalfofthepupil（59%）identifiedthatitishumanactivitieswhicharedestroyingrainforests,somepersonalizingtheresponsibilitybytheuseoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.

Onemisconception,expressedbysome1）%ofthepupils,wasthatacidrainisresponsibleforrainforestdestruction;

asimilarproportionsaidthatpollutionisdestroyingrainforests.Here,childrenareconfusingrainforestdestructionwithdamagetotheforestsofWesternEuropebythesefactors.Whiletwofifthsofthestudentsprovidedtheinformationthattherainforestsprovideoxygen,insomecasesthisresponsealsoembracedthemisconceptionthatrainforestdestructionwouldreduceatmosphericoxygen,makingtheatmosphereincompatiblewithhumanlifeonEarth.

Inanswertothefinalquestionabouttheimportanceofrainforestconservation,themajorityofchildrensimplysaidthatweneedrainforeststosurvive.Onlyafewofthepupils（6%）mentionedthatrainforestdestructionmaycontributetoglobalwarming.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.Somechildrenexpressedtheideathattheconservationofrainforestsisnotimportant.

Theresultsofthisstudysuggestthatcertainideaspredominateinthethinkingofchildrenaboutrainforests.Pupils’responsesindicatesomemisconceptionsinbasicscientificknowledgeofrainforests’ecosystemssuchastheirideasaboutrainforestsashabitatsforanimals,plantsandhumansandtherelationshipbetweenclimaticchangeanddestructionofrainforests.

Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthecomplexityofcausesofrainforestdestruction.Inotherwords,theygavenoindicationofanappreciationofeithertherageofwaysinwhichrainforestsareimportantorthecomplexsocial,economicandpoliticalfactorswhichdrivetheactivitieswhicharedestroyingtherainforests.Oneencouragementisthattheresultsofsimilarstudiesaboutotherenvironmentalissuessuggestthatolderchildrenseemtoacquiretheabilitytoappreciatevalueandevaluateconflictingviews.Environmentaleducationoffersanarenainwhichthesesillscanbedeveloped,whichisessentialforethesechildrenasfuturedecision–makers.

Question1-8

DothefollowingstatementsagreewiththeinformationgiveninReadingPassage1?

Inboxes1-8onyouranswersheetwrite

TRUEifthestatementagreeswiththeinformationFALSEifthestatementcontradictstheinformationNOTGIVENifthereisnoinformationonthis

1Theplightoftherainforestshaslargelybeenignoredbythemedia.

2Childrenonlyacceptopinionsonrainforeststhattheyencounterintheirclassrooms.

3Ithasbeensuggestedthatchildrenholdmistakenviewsaboutthe‘pure’sciencethattheystudyatschool.

4Thefactthatchildren’sideasaboutsciencefrompartofalargerframeworkofideasmeansthatitiseasiertochangethem.

5Thestudyinvolvedaskingchildrenanumberofyes/noquestionssuchas‘ArethereanyrainforestsinAfrica?

’

6Girlsaremorelikelythanboystoholdmistakenviewsabouttherainforests’destruction.

7Thestudyreportedherefollowsonfromaseriesofstudiesthathavelookedatchildren’sunderstandingofrainforests.

8Asecondstudyhasbeenplannedtoinvestigateprimaryschoolchildren’sideasaboutrainforests.

Question9-13

TheboxbelowgivesalistofresponsesA-PtothequestionnairediscussedinReadingPassage1.

AnswerthefollowingquestionsbychoosingthecorrectresponsesA-P.Writeyouranswersinboxes9-13onyouranswersheet.

9Whatwasthechildren’smostfrequentresponsewhenaskedwheretherainforestswere?

10Whatwasthemostcommonresponsetothequestionabouttheimportanceoftherainforests?

11Whatdidmostchildrengiveasthereasonforthelossoftherainforests?

12Whydidmostchildrenthinkitimportantfortherainforeststobeprotected?

13Whichoftheresponsesiscitedasunexpectedlyuncommon,giventheamount