剑4 TEST 1 Reading
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 below.
一 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第一题, 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.
二 Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. 第三题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容易受影响 modification.第四题 These ideas may be developed by children absorbing ideas through the popular media.第二题
.
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.
三 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.
四 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简答题. 第五题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),第九题 South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.
五 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.第十题 More
.
girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.第六题 这两句话都拿男生女生做了比较但所比较的事物却不是对热带雨林毁坏的错误观点 六 Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. 第六题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.第七题
七 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, 第十一题some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.
八 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.
九 In answer to the final question about the importance of rainforest
.
conservation, the majority of children simply said that we need rainforests to survive. 第十二题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. 第十三题Some children expressed the idea that the conservation of rainforests is not important.
十 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.
十一 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. 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. FALSE 2 Children only accept opinions on rainforests that they encounter in their classrooms. FALSE
3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school. TRUE
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. TRUE
5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’ FALSE
6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction. NOT GIVEN
7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests. TRUE
8 A second study has been planned to investigate primary school children’s ideas about rain forests. NOT GIVEN直到最后都只字未提 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.
M 9 What was the children’s most frequent response when asked where the rainforests were?
E 10 What was the most common response to the question about the importance of the rain forests?
G 11 What did most children give as the reason for the loss of the rainforests? P 12 Why did most children think it important for the rainforests to be protected?
J 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 rain forests. 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 READING PASSAGE 2
You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below.
.
What Do Whales Feel?
An examination of the functioning of the senses in cetaceans鲸, the group of mammals哺乳动物 comprising包括 whales, dolphins and porpoises海豚
一 Some of the senses that we and other terrestrial陆生的 mammals take for granted are either reduced减弱的 or absent缺席的 不存在的 in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed有牙齿的 species are unable to smell. Baleen species,鲸须 on the other hand, appear to have some related brain structures but it is not known whether these are functional.有功能的 起作用的 It has been speculated 推测 猜测that, as the blowholes气孔 evolved进化 and migrated移动 to the top of the head, the neural 神经系统的pathways神经链 serving sense of smell may have been nearly all sacrificed.牺牲 Similarly, although at least some cetaceans have taste buds味蕾, the nerves serving these have degenerated退化 or are rudimentary.未完全发育的 第15题
二 The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive人工饲养 dolphins and small whales often remark on 评论 评价their animals’ responsiveness敏感度 to being touched or rubbed摩擦, and both captive and free-ranging自由放养的 cetacean individuals of
.
all species (particularly adults and calves,幼崽 or members of the same subgroup副族) appear to make frequent contact接触 碰触. This contact may help to maintain维持 order秩序 within a group, and stroking抚摸 or touching are part of the courtship求偶 ritual仪式 in most species.第22题 The area around the blowhole喷水孔 is also particularly sensitive敏感的 and captive animals often object不喜欢 strongly to being touched there.
三 The sense of vision is developed to different degrees in different species. Baleen species studied at close quarters区域 underwater - specifically a grey whale calf in captivity囚禁 for a year, and free-ranging right whales露脊鲸 and humpback whales座头鲸 studied and filmed拍成电影 off Argentina and Hawaii - have obviously tracked追踪 objects with vision underwater, and they can apparently see moderately一般的 有限的 well both in water and in air. However, the position of the eyes so restricts约束 the field of vision in baleen whales that they probably do not have stereoscopic立体的 vision.第16题
四 On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward.第17题 Eye position in freshwater 淡水dolphins, which often swim on their side or upside down颠倒 while feeding, suggests that what vision they have is stereoscopic forward and upward.第18题第23题 By comparison,相比之下 the bottlenose dolphin宽吻海豚 has extremely keen明锐的 vision in water. Judging from the way it watches and tracks airborne在飞行的 flying fish飞鱼, it can apparently see fairly相当 well through the air-water interface界面 as well. 第19题第24题And although
.
preliminary 初步的experimental实验的 evidence suggests that their in-air vision is poor, the accuracy精确度 with which dolphins leap跳跃 high to take small fish out of a trainer’s hand provides anecdotal 趣闻evidence to the contrary相反地. 五 Such variation变化变异 can no doubt be explained with reference to关于 就。。。而论 the habitats栖息地 in which individual species have developed. For example, vision is obviously more useful to species inhabiting栖息 clear open waters than to those living in turbid浑浊的 rivers and flooded plains平原. 第25题The South American boutu亚马逊海豚 and Chinese beiji, for instance, appear to have very limited vision, and the Indian susus are blind, their eyes reduced to slits裂缝 that probably allow them to sense only the direction and intensity of light光强. 六 Although the senses of taste and smell appear to have deteriorated恶化, and vision in water appears to be uncertain, such weaknesses are more than compensated弥补 for by cetaceans’ well-developed发达的 acoustic听觉的 sense.第26题 Most species are highly vocal声音的, although they vary in the range of sounds they produce, and many forage觅食 for food using echolocation1回声定位法. Large baleen whales primarily主要地 use the lower frequencies频率 and are often limited in their repertoire全部功能. 第20题Notable显著的 exceptions are the nearly song-like choruses合唱 of bowhead whales in summer and the complex, haunting绕缭在心头的 utterances 说话方式发声of the humpback whales. 第21题Toothed species in general employ more of the frequency spectrum频谱, and produce a wider variety of sounds, than baleen species (though the sperm whale apparently produces a monotonous series of high-energy活跃的 clicks and little
.
else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and ‘culture’ of cetaceans has been more the subject of wild speculation 沉思than of solid science.
1. echolocation: the perception of objects by means of 借助于sound wave echoes.
Questions 15-21
Complete the table below.
Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer.
Write your answers in boxes 15-21 on your answer sheet. SENSE SPECIES Smell Taste toothed baleen some types ABILITY COMMENTS no not poor yes evidence from brain structure related brain structures are present nerves linked to their 15………taste region around the blowhole very probably do not have stereoscopic probably have stereoscopic vision probably have stereoscopic vision exceptional in 19………water/the water have limited vision probably only sense direction and usually use 20 ………lower Touch all 16………baleen/the yes dolphins, porpoises yes 18………freshwater yes Vision bottlenose dolphins yes boutu and beuji Indian susus Hearinmost large baleen poor no yes .
g 21 ………bowhead whales and toothed yes song-like yes use more of frequency spectrum; have Questions 22-26
Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 22-26 on your answer sheet.
22 Which of the senses is described here as being involved in mating? touch/sense of touch
23 Which species swims upside down while eating? freshwater
dolphin(s)/the freshwater dolphin(s)
24 What can bottlenose dolphins follow from under the water? airborne flying fish
25 Which type of habitat is related to good visual ability? clear water(s)/clear open water(s)
26 Which of the senses is best developed in cetaceans? acoustic sense/the acoustic sense
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3below. Visual Symbols and the Blind Part 1
.
Fig. 1
一 From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. 第27题But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. 第28题 Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.
二 When l asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines - or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted
.
interpreted lines of motion.
三 To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.
四 All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily;第32题 the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on第30题and that dashed spokes indicated the wheel was spinning quickly. 第31题
五 In addition, the favoured description for the sighted was the favoured description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.第29题 Part 2
.
一 We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart - choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symbolism behind shapes such as hearts that do not directly represent their meaning.
二 We gave a list of twenty pairs of words to sighted subjects 第33题and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard?
三 All our subjects deemed the circle soft and the square hard. 第35题 推断出sighted A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2.) 第36、37题 When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. 第38题One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, 达成一致意见assigning ‘far’ to square and ‘near’ to circle.第39题 In fact, only a small majority of sighted subjects- 53% - had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.第34题 第40题
Words associated with circle/square Agreement among subjects (%) .
SOFT-HARD 100 MOTHER-FATHER 94 HAPPY-SAD 94 GOOD-EVIL 89 LOVE-HATE 89 ALIVE-DEAD 87 BRIGHT-DARK 87 LIGHT-HEAVY 85 WARM-COLD 81 SUMMER-WINTER 81 WEAK-STRONG 79 FAST-SLOW 79 CAT-DOG 74 SPRING-FALL 74 QUIET-LOUD 62 WALKING-STANDING 62 ODD-EVEN 57 FAR-NEAR 53 PLANT-ANIMAL 53 DEEP-SHALLOW 51 Fig. 2 Subjects were asked which word in each pair fits best with a circle and which with a square. These percentages show the level of consensus
.
among sighted subjects. Questions 27-29
Choose the correct letter, A, B, C or D.
Write your answers in boxes 27-29 on your answer sheet.
27 In the first paragraph the writer makes the point that blind people A may be interested in studying art.
B can draw outlines of different objects and surfaces. C can recognise conventions such as perspective. D can draw accurately.
28 The writer was surprised because the blind woman A drew a circle on her own initiative.
B did not understand what a wheel looked like. C included a symbol representing movement. D was the first person to use lines of motion.
29 From the experiment described in Part 1, the writer found that the blind subjects
A had good understanding of symbols representing movement. B could control the movement of wheels very accurately. C worked together well as a group in solving problems. D got better results than the sighted undergraduates. Questions 30-32
Look at the following diagrams (Questions 30-32), and the list of types of
.
movement below. Match each diagram to the type of movement A-E generally assigned to it in the experiment. Choose the correct letter A-E and write them in boxes 30-32 on your answer sheet.
32 A steady spinning B jerky movement 31 C rapid spinning D wobbling movement 30 E use of brakes Questions 33-39
Complete the summary below using words from the box.
Write your answers in boxes 33-39 on your answer sheet. NB You may use any word more than once.
In the experiment described in Part 2, a set of word 33 ……pairs…… was used to investigate whether blind and sighted people perceived the symbolism in abstract 34 ……shapes…… in the same way. Subjects were asked which word fitted best with a circle and which with a square. From the 35 ……sighted…… volunteers, everyone thought a circle fitted ‘soft’ while a square fitted ‘hard’. However, only 51% of the 36 ……sighted…… volunteers assigned a circle to 37 ……deep…… When the test was later repeated with 38 ……blind…… volunteers, it was found
.
that they made 39 ……similar…… choices.
associations blind deep hard hundred identical pairs shapes sighted similar shallow soft words Question 40
Choose the correct letter, A, B, C or D.
Write your answer in box 40 on your answer sheet. Which of the following statements best summarises the writer’s general conclusion?
A The blind represent some aspects of reality differently from sighted people. B The blind comprehend visual metaphors in similar ways to sighted people.
C The blind may create unusual and effective symbols to represent reality. D The blind may be successful artists if given the right training.
剑4 TEST 1 Reading 框架结构和段落大意
P1 孩子对热带雨林的错误观点 错误观点 3. 在孩子中展开的研究目的 4. 研究方式及前2个问题 5. 第3个问题 6. 男女生差异 P2说明文 鲸鱼的感官 觉及味觉 觉 3. 鲸鱼和海豚的视觉 4. 眼睛的位置与视形 1. 惊奇的发现：盲人可以画出运动线 2. 针对盲人理解视觉符号的实验 3. 实验方式及过程 4. 实验结果 P3 盲人能否理解视觉符号 第一部分：盲人能否理解具体的图1. 孩子容易对热带雨林产生1. 鲸鱼和海豚的嗅2. 孩子错误观点的产生原因 2. 鲸鱼和海豚的触 .
7. 第4个问题 遍误解 9. 最后一个问题 10. 研究结果 11. 令人欣慰的其他环保研究结果 1-8 T/F/NG 1. F 与原文相反 2．F only 3，4.T 同义替换 5．F与原文不对应 6. NG 比较 7. T 8. NG 未来事情 力的关系 关系 6. 鲸鱼和海豚的听觉 5. 进一步的实验结论 第二部分：盲人能否理解抽象的图形 1. 盲人对抽象符号的理解 2. 相关实验 3. 实验结论：盲人能够理解抽象符号 8. 对热带雨林被毁原因的普5. 栖息地与视力的15-21 表格填空 27-29 单选 30-32 图片对应 9-13 Matching（回答问题） 22-26 简答 14 选标题 33-39 Summary（有词库） Twins选项， 词性解题 40 选结论 剑4 TEST 1 Reading同义替换
剑桥雅思四册TEST 1 PASSAGE 1 文章 not in the face of alarming rate of loss accept idea formal tuition harbor misconception curriculum science multifaceted 题目 ignore plight form opinion classroom hold mistaken view science larger .
modification thinking the commonest geographic location dominant idea habitat destruction of rainforests responsibility majority survive need surprising media coverage contribute to global warming destruction 剑桥雅思四册TEST 1 PASSAGE 2 文章 not known unable degenerated or rudimentary particularly sensitive change understanding the most frequent where common response live loss of rainforests responsible most existence rely on unexpectedly newspapers and television as the world gets warmer destroy 题目 not certain no underdeveloped very sensitive .
extremely keen vision in water primarily in general employ courtship feed track well-developed 剑桥雅思四册TEST 1 PASSAGE 3 文章 appreciate be taken aback show motion meaning quickly a list of explore understand relate all link to resemble exceptional in water usually use mating eat follow best developed 题目 Recognize surprise represent movement understanding rapid a set of investigate perceive fit everyone assign to similar .
conclude interpret as
conclusion comprehend similar
因篇幅问题不能全部显示，请点此查看更多更全内容