CambridgeIeltsV4 01.docx
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CambridgeIeltsV401
Test1
LISTENING:
NUMBEROFQUESTIONS:
42
TIMEALLOWED:
40minutes(听力30分钟,抄答案10分钟)
READING:
NUMBEROFQUESTIONS:
40
WRITING:
TIMEALLOWED:
60minutes
TEST1
LISTENING
SECTION1Questions1-10
Questions1-4
Completethenotesbelow.
WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.
Questions5-10
Completethetableblew.
WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.
WEEKENDTRIPS
Place
Date
Numberofseats
Optionalextra
StIves
5…………………
16
HepworhtMuseum
London
16thfebruary
45
6…………………
7………………..
3rdMarch
18
S.S.GreatBritatin
Salisbury
18thMarch
50
Stonehenge
bath
23rdMarch
16
8………………….
Forfurtherinformation:
Readthe9…………….orseeSocialAssistant:
Jane10……………….
SECTION2Questions11—20
Questions11-13
Completethesentencebelow.
WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.
RIVERSIDEINDUSTRIALVILLAGE
11RiversideVillagewasagoodplacetostartanindustrybecauseithadwate,rawmaterialsandfuelssuchas…………………and……………………..
12ThemetalindustrywasestablishedatRiversideVillageby………………wholivedinthearea.
13Therewereover……………water-poweredmillsintheareaintheeighteenthcentury.
Questions14-20
Labeltheplanbelow.
WriteNOMORETHANTHREEWORDSforeachanswer.
SECTION3Questions21-30
Questions21and22
Choosethecorrectletter,A,BorC.
21Melaniesaysshehasnotstartedtheassignmentbecause
Ashewasdoingworkforanothercourse.
Bitwassreallybigassignment.
Cshehasn’tspenttimeinthelibrary.
22Thelecturesaysthatreasonableexcusesforextensionsare
Aplanningproblems.
Bproblemswithassignment.
Cpersonalillnessoraccident.
Questions23-27
WhatrecommendationdoesDrJohnsonmakeaboutthejournalarticles?
ChooseyouranswersfortheboxandwritethelettersA–Gnexttoquestions23-27.
Amustread
Buseful
Climitedvalue
Dreadfirstsection
Ereadresearchmethods
Freadconclusion
Gdon’tread
ExampleAnswer
AndersonandHawkerA
Jackson:
23……………………..
Roberts:
24……………………..
Morris:
25……………………..
Cooper:
26……………………..
Forster:
27……………………..
Questions28-30
Labelthechartbelow.
ChooseyouranswerfromtheboxbelowandwritethelettersA–Hnexttoquestions28-30.
Populationstudies
Reasonsforchangingaccommodation
Possiblereasons
Auncooperativelandlord
Benviorment
Cspace
Dnoisyneighoures
Enearcity
Fworklcation
Gtransport
Hrent
SECTION4Question31—40
Completethenotesbelow
WriteNOMORETHSNTWOWORDSforeachanswer.
READING
READINGPASSAGE1
Youshouldspendabout20minutesonQuestions1-14whicharebasedonreadingpassage1below.
Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingratoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes–aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests–whatandwheretheyare,whytheyareimportant,whatendangersthem–independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.
Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganized,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.
Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea,theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.
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,somepersonalisingtheresponsibilitybytheuseoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactiviy.
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.Oneencouragementsisthattheresultsofsimilarstudiesaboutotherenvironmentalissuessuggestthatolderchildrenseemtoacquiretheabilitytoappreciate,valueandevaluateconflictingviews.Environmentaleducationoffersanarenainwhichthesesillscanbedeveloped,whichisessentialforethesechildrenasfuturedecision–makers.
Question1-8
Dothefollowingstatementsagreewiththeinformationgiveninreadingpassage1?
Inboxes1-8onyouranswersheetwrite
TRUEifthestatementagreeswiththeinformation
FALSEifthestatementcontradictstheinformation
NOTGIVENifthereisnoinformationonthis