综合英语CambridgeIelts9 Test02.docx

1、综合英语CambridgeIelts9 Test02TEST 2SPEAKINGPart 1The examiner asks the candidate about him/herself, his/her home, work or studies and other familiar topics.EXAMPLEGiving giftsWhen do people give gifts or presents in your country?Do you ever take a gift when you visit someone in their home? Why/ Why not

2、?When did you last receive a gift? What was it?Do you enjoy looking for gifts for people? Why/ Why not?Part 2Describe something you did that was new or exciting.You should say What you did Where and when you did this Who you shared the activity withand explain why this activity was new or exciting f

3、or you.Part 3Discussion topicsDoing new thingsExample questions:Why do you think some people like doing new things?What problems can people have when they try new activities for the first time?Do you think its best to do new things on your own or with other people? Why?Learning new thingsExample que

4、stions:What kinds of things do children learn to do when they are very young? How important are these things?Do you think children and adults learn to do new things in the same way? How is their learning style different?Some people say that it is more important to be able to learn new things now tha

5、n it was in the past. Do you agree or disagree with that? Why?ListeningSECTION 1 Questions 1-10Complete the form below.Write ONE WORD AND/OR A NUMBER for each answer.Accommodation Form Student InformationExampleType of accommodation: of residenceName:Anu 1Date of birth:2Country of origin:IndiaCourse

6、 of study:3 Number of years planned in hall:4Preferred catering arrangement:Half boardSpecial dietary requirements:no 5 (red)Preferred room type:A single 6 Interests:the 7 badmintonPriorities in choice of the hallto be with other students who are 8 to live outside the 9 to have a 10 area for sociali

7、singContact phone number:667549SECTION 2 Questions 11-20Questions 11-13Complete the table below.Write NO MORE THAN THREE WORDS for each answers.Parks and open spacesName of placeOf particular interestOpen Halland Common Source of River Ouse24 hoursHolt IslandMany different11between 12and Longfield C

8、ountry Park Reconstruction of a 2,000-year-old 13 with activities for childrenDaylight hoursQuestions 14-16choose the correct letter, A, B or C.longfield Park14 As part of Mondays activities, visitors will A prepare food with herbs B meet a well-known herbalist C dye cloth with herbs15 For the activ

9、ity on Wednesday, A only group bookings are accepted. B visitors should book in advance. C attendance is free16 For the activity on Saturday, visitors should A come in suitable clothing. B make sure they are able to stay for the whole day. C tell the rangers before the event what they wish to do.Que

10、stions 17-20Label the map below.Write the correct letter, A-I, next to questions 17-20.17 bird hide 18 dog-walking area 19 flower garden20 wood area SECTION 3 Questions 21-30Questions 21-24Choose the correct letter, A, B or C.Self-Access Centre21 Students want to keep the Self-Access Centre because

11、A they enjoy the variety of equipment B they like being able to work on their own C it is an important part of their studies.22 Some teachers would prefer to A close the Self-Access Centre. B move the Self-Access Centre elsewhere C restrict access to the Self-Access Centre.23 The students main conce

12、rn about using the library would be A the size of the library. B difficulty in getting help. C the lack of materials.24 The Director of Studies is concerned about A the cost of upgrading the centre. B the lack of space in the centre. C the difficulty in supervising the centre.Questions 25-30Complete

13、 the notes below.Write NO MORE THAN TWO WORDS for each answer.Necessary improvements to the existing Self-Access CentreEquipmentReplace computer to create more space/ResourcesThe level of the 25 materials, in particular, should be more clearly shown.Update the 26 colletionBuy some 27 and drive them

14、up.Use of the roomSpeak to the teachers and organize a 28 for supervising the centre.Install an 29 Restrict personal use of 30 on computers.SECTION 4 Questions 31-40.Complete the notes below.Write ONW WORD ONLY for each answer.Business CulturesPower cultureCharacteristics of organisation small 31 po

15、wer source few rules and procedures communication by 32 advantage: can act quicklydisadvantage: might not act 33suitable employee: not afraid of 34 doesnt need job securityRole culture Characteristic of organisation: large, many 35 specialised departments rules and procedure, e.g. job 36 and rules f

16、or disciplineAdvantages: economies of scale successful when 37 ability is importantDisadvantages: slow to see when 38 is needed slow to reactSuitable employee: values security doesnt want 39 Task cultureCharacteristic of organisation: project orientated in competitive market or making product with s

17、hort life a lot of delegationAdvantage: 40 Disadvantages; no economies of scale or special expertiseSuitable employee: likes to work in groupsREADINGREADING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.A Hearing impairment or other auditory

18、 function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of

19、 Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.B A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organisation of desks

20、in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teachers voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve coll

21、aborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbat

22、e their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.C Children with auditory function deficits are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise o

23、n the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The international Institute of Noise Control Engineering (I-INEE), on the advice of the World Health Organization, has established an international working party, which include

24、s New Zealand, to evaluate noise and reverberation control for school rooms.D While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremel

25、y vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders(ADD/ADHD).E Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This di

26、sorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand of respond to sens

27、ory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as

28、crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely

29、to be adversely affected in their ability to process information.F The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organisation skills and disinhibition. Children experiencin

30、g these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes as a major distraction, which can affect their ability to concentrate.G Children experiencing an

31、 auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generate inside, which can be exacerbated by room re