CambridgeIeltsV4 01.docx

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