128页Word版剑桥雅思真题4Word文件下载.docx
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128页Word版剑桥雅思真题4Word文件下载.docx
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16thFebruary
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3rdMarch
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S.S.GreatBritain
Salisbury
18thMarch
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Stonehenge
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23rdMarch
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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
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20
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workers
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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
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Cspace
DnoisyneighborsEnearcity
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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
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