劍橋雅思閱讀真題及答案解析TESTONEPASSAGE1:Tropicalrainforests

做好雅思的閱讀題除了掌握對的方法，也離不開我們日常的辛勤練習，下面小編給大家帶來劍橋雅思閱讀真題及答案解析 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閱讀題目

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

關鍵詞：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…”

解題思路：這兩段當中的frequent/vivid/extensive/coverage等詞都說明媒體對於熱帶雨林的現狀十分關注，並做了廣泛報道。

Question 2

答案：FALSE

關鍵詞：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。”這些觀點可能是學生從大衆媒體中獲得的。

解題思路：這句話證明學生也從大衆媒體中吸取有關熱帶雨林的觀點，而並不是只從課堂中得到相關知識。

Question 3

答案：TRUE

關鍵詞：pure/ mistaken

定位原文：第2段第1句“Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science.”

解題思路：這句話是題乾的同義替換，學生關鍵需要掌握“harbour”在這裏的意思等於“hold”。

Question 4

答案：TRUE

關鍵詞：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.”

解題思路：解這題的關鍵是要明白題幹中的“easier to change”和文中的“accessible to modification”是同義替換。

劍橋雅思4Text1閱讀答案解析Question 5

答案：FALSE

關鍵詞：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.”

解題思路：Open-form指簡答題，與yes/no直接矛盾。

Question 6

答案：NOT GIVEN

關鍵詞：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.”

解題思路： 雖然這兩句話分別將男生女生作了比較，但是比較內容並不是關於熱帶雨林破壞的錯誤觀點，所以此題屬於並不存在的比較關係。

Question 7

答案： TRUE

關鍵詞：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…”

解題思路：“previous”一詞是先前的意思，證明在此研究之前，人們也就學生對熱帶雨林的看法做了研究，因此本文所提到的調査是在這些研究之後進行的。

Question 8

答案：NOT GIVEN

關鍵詞：primary/second

解題思路：文中直到最末尾也從未提到這項研究是否會繼續，所以此題屬於無中生有。

Question 9

答案：M

關鍵詞：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%).”

解題思路：根據對應句信息可選出答案爲M。

Question 10

答案：E

關鍵詞：importance/rainforests

定位原文：第9段第1句…the majority of children simply said that we need rainforests to survive.

解題思路：根據對應句信息可選出答案爲E。

Question 11

答案：G

關鍵詞：reason/loss

定位原文：第7段第2句“ than half of the pupils(59%)identified that it is human activities which are destroying rainforests,...”

解題思路：根據對應句信息可選出答案爲G。

Question 12

答案：P

關鍵詞：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.”

解題思路：根據對應句信息可選出答案爲P。

Question 13

答案：J

關鍵詞：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.”

解題思路：根據對應句信息可選出答案爲J。

Question 14

答案：B

關鍵詞：title

定位原文：無

解題思路：從文章第二段開始，一直在圍繞孩子對熱帶雨林容易產生錯誤的理解，因此本文重點應該放在孩子對熱帶雨林遭破壞狀況的觀點上，故要選擇一個帶有孩子的標題。

　　雅思閱讀--兩手都要抓

首先，是如何提高自己英語閱讀的基本能力。而這樣的能力又主要分爲兩個層次：詞彙的掌握和讀句子的能力。閱讀基本能力的提升，需要至少2個月的時間，通過給學生專業化的方案指導，將課堂上的學習和課堂後的複習相結合，讓其在一個合理的時間規劃期內去提升自己的基礎能力，達到一個最佳的效果。這也是對於我們老師在教學中要求一直秉持的原則，忌急於求成，囫圇吞棗。

那麼怎麼去做基礎能力提升呢?對於大部分學生而言，詞彙的把握是核心。第一、同學們必須去把握閱讀部分的高頻詞，這些詞彙是所有同學都必須認真記憶的，按照我們最新的權威數據統計，大概在1000個單詞左右，我們也爲所有的學員將這些單詞做成了獨有的單詞庫，幫助大家以最高效的方式掌握必考詞彙;第二、同學們需要掌握好一些近義詞或同義詞詞組，雅思的閱讀部分考查就是看同學們對同義詞替換的一個把握，這些詞組的掌握是同學們獲得高分的基礎。

我們同樣爲同學們對這些詞組進行了總結和研究。在我們課堂上，我們授課老師會定期抽查同學們對於這2個詞彙庫的掌握，督促同學們做好詞彙的記憶工作。未參加培訓的同學不妨可以效仿這樣的模式，給自己一些壓力和期限，認真做好最基本詞彙與詞組的積累。

解決雅思閱讀的第二方面，就是要掌握好雅思閱讀部分解題的關鍵性技巧。雅思閱讀部分共有3篇文章，每篇1000詞左右，有40道題目要回答，時間是一小時。如果沒有對考試題型有透徹理解，那麼很難在這麼緊張的時間裏去做好題目。因此一定要按照不同考題的特點和對應的能力要求，有的放矢的去準備以及應對。筆者在日常的教學中會指導同學們把握不同題目的做題方法和技巧，一方面要讓他們知道爲什麼要這樣去思考，去做題，另一方面告訴他們怎麼去靈活變通的去使用技巧。

只有把方法以及如何靈活運用這些方法講透，學生們才能真正地掌握好、正確使用、自信滿滿地考取高分。我的小部分學生曾和我透露過這樣的困惑，在參加過一些培訓之後，考試不理想，但是明明上課的時候聽得很爽，只是到考場上做題卻犯難。

其實，那正是因爲題目的解題技巧沒講透，沒講清楚應該怎麼靈活的運用，培訓老師沒有從考生的角度去思考。我們的模考體系就是考慮到這一點建立健全起來的，通過階段性測試檢驗學生有沒有真正地聽懂，老師有沒有認真負責地講清楚。模考也不斷讓同學們看到自己階段性學習成果，從而更有動力。

劍橋雅思閱讀真題及答案解析 TEST ONE PASSAGE 1:Tropical rainforests