剑桥雅思阅读真题及答案解析TESTONEPASSAGE1:Tropicalrainforests
做好雅思的阅读题除了掌握对的方法，也离不开我们日常的辛勤练习，下面小编给大家带来剑桥雅思阅读真题及答案解析 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阅读题目
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
关键词：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…”
解题思路：这两段当中的frequent/vivid/extensive/coverage等词都说明媒体对于热带雨林的现状十分关注，并做了广泛报道。
Question 2
答案：FALSE
关键词：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。”这些观点可能是学生从大众媒体中获得的。
解题思路：这句话证明学生也从大众媒体中吸取有关热带雨林的观点，而并不是只从课堂中得到相关知识。
Question 3
答案：TRUE
关键词：pure/ mistaken
定位原文：第2段第1句“Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science.”
解题思路：这句话是题干的同义替换，学生关键需要掌握“harbour”在这里的意思等于“hold”。
Question 4
答案：TRUE
关键词：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.”
解题思路：解这题的关键是要明白题干中的“easier to change”和文中的“accessible to modification”是同义替换。
剑桥雅思4Text1阅读答案解析Question 5
答案：FALSE
关键词：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.”
解题思路：Open-form指简答题，与yes/no直接矛盾。
Question 6
答案：NOT GIVEN
关键词：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.”
解题思路： 虽然这两句话分别将男生女生作了比较，但是比较内容并不是关于热带雨林破坏的错误观点，所以此题属于并不存在的比较关系。
Question 7
答案： TRUE
关键词：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…”
解题思路：“previous”一词是先前的意思，证明在此研究之前，人们也就学生对热带雨林的看法做了研究，因此本文所提到的调査是在这些研究之后进行的。
Question 8
答案：NOT GIVEN
关键词：primary/second
解题思路：文中直到最末尾也从未提到这项研究是否会继续，所以此题属于无中生有。
Question 9
答案：M
关键词：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%).”
解题思路：根据对应句信息可选出答案为M。
Question 10
答案：E
关键词：importance/rainforests
定位原文：第9段第1句…the majority of children simply said that we need rainforests to survive.
解题思路：根据对应句信息可选出答案为E。
Question 11
答案：G
关键词：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,...”
解题思路：根据对应句信息可选出答案为G。
Question 12
答案：P
关键词：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.”
解题思路：根据对应句信息可选出答案为P。
Question 13
答案：J
关键词：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.”
解题思路：根据对应句信息可选出答案为J。
Question 14
答案：B
关键词：title
定位原文：无
解题思路：从文章第二段开始，一直在围绕孩子对热带雨林容易产生错误的理解，因此本文重点应该放在孩子对热带雨林遭破坏状况的观点上，故要选择一个带有孩子的标题。
雅思阅读--两手都要抓
首先，是如何提高自己英语阅读的基本能力。而这样的能力又主要分为两个层次：词汇的掌握和读句子的能力。阅读基本能力的提升，需要至少2个月的时间，通过给学生专业化的方案指导，将课堂上的学习和课堂后的复习相结合，让其在一个合理的时间规划期内去提升自己的基础能力，达到一个最佳的效果。这也是对于我们老师在教学中要求一直秉持的原则，忌急于求成，囫囵吞枣。
那么怎么去做基础能力提升呢?对于大部分学生而言，词汇的把握是核心。第一、同学们必须去把握阅读部分的高频词，这些词汇是所有同学都必须认真记忆的，按照我们最新的权威数据统计，大概在1000个单词左右，我们也为所有的学员将这些单词做成了独有的单词库，帮助大家以最高效的方式掌握必考词汇;第二、同学们需要掌握好一些近义词或同义词词组，雅思的阅读部分考查就是看同学们对同义词替换的一个把握，这些词组的掌握是同学们获得高分的基础。
我们同样为同学们对这些词组进行了总结和研究。在我们课堂上，我们授课老师会定期抽查同学们对于这2个词汇库的掌握，督促同学们做好词汇的记忆工作。未参加培训的同学不妨可以效仿这样的模式，给自己一些压力和期限，认真做好最基本词汇与词组的积累。
解决雅思阅读的第二方面，就是要掌握好雅思阅读部分解题的关键性技巧。雅思阅读部分共有3篇文章，每篇1000词左右，有40道题目要回答，时间是一小时。如果没有对考试题型有透彻理解，那么很难在这么紧张的时间里去做好题目。因此一定要按照不同考题的特点和对应的能力要求，有的放矢的去准备以及应对。笔者在日常的教学中会指导同学们把握不同题目的做题方法和技巧，一方面要让他们知道为什么要这样去思考，去做题，另一方面告诉他们怎么去灵活变通的去使用技巧。
只有把方法以及如何灵活运用这些方法讲透，学生们才能真正地掌握好、正确使用、自信满满地考取高分。我的小部分学生曾和我透露过这样的困惑，在参加过一些培训之后，考试不理想，但是明明上课的时候听得很爽，只是到考场上做题却犯难。
其实，那正是因为题目的解题技巧没讲透，没讲清楚应该怎么灵活的运用，培训老师没有从考生的角度去思考。我们的模考体系就是考虑到这一点建立健全起来的，通过阶段性测试检验学生有没有真正地听懂，老师有没有认真负责地讲清楚。模考也不断让同学们看到自己阶段性学习成果，从而更有动力。
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