剑桥雅思阅读4test1原文翻译及答案解析范例.docx

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1、剑桥雅思阅读4test1原文翻译及答案解析雅思阅读是块难啃的硬骨头，须要我们做更多的题目才能得心应手。下面小编给大家共享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。 剑桥雅思阅读4原文(test1) READING PASSAGE 1 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 al

2、arming 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

3、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 stu

4、dies 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 acce

5、ssible 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 the

6、ir peers. Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about childrens 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 bu

7、ild upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools. The study surveys childrens scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions.

8、 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

9、 (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 wi

10、th 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

11、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

12、-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.

13、 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 destru

14、ction 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 atmo

15、sphere 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 warmin

16、g. 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 i

17、ndicate 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 ap

18、preciated 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 rainforest

19、s. 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

20、 for these children as future decision-makers. 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 th

21、ere 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 T

22、he fact that childrens 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 th

23、e rainforests destruction. 7 The study reported here follows on from a series of studies that have looked at childrens understanding of rainforests. 8 A second study has been planned to investigate primary school childrens ideas about rainforests. Questions 9-13 The box below gives a list of respons

24、es 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 childrens most frequent response when asked where the rainforests were? 10 What was the most common

25、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 amou

26、nt 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 B

27、razil 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

28、 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 de

29、struction 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 Re

30、ading Passage 1? A The development of a programme in environmental studies within a science curriculum B Childrens 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

31、describe the ideas of secondary school children. E The importance of the rainforests and the reasons for their destruction READING PASSAGE 2 You should spend about 20 minutes on Questions 15-26 which are based on Reading Passage 2 below. What Do Whales Feel? An examination of the functioning of the

32、senses in cetaceans, the group of mammals comprising whales, dolphins and porpoises Some of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed s

33、pecies are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways serving sense of smell may have

34、 been nearly all sacrificed. Similarly, although at least some cetaceans have taste buds, the nerves serving these have degenerated or are rudimentary. The sense of touch has sometimes been described as weak too, but this view is probably mistaken. Trainers of captive dolphins and small whales often

35、 remark on their animals responsiveness to being touched or rubbed, and both captive and free-ranging cetacean individuals of all species (particularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and str

36、oking or touching are part of the courtship ritual in most species. The area around the blowhole is also particularly sensitive and captive animals often object strongly to being touched there. The sense of vision is developed to different degree in different species. Baleen species studied at close

37、 quarters underwater specifically a grey whale calf in captivity for a year, and free-ranging right whale and humpback whales studied and filmed off Argentina and Hawaii have obviously tracked objects with vision underwater, and they can apparently see moderately well both in water and in air. Howev

38、er, the position of the eyes so restricts the field of vision in baleen whales that they probably do not have stereoscopic vision. On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision forward and downward. Eye position in freshwater d

39、olphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By comparison, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently s

40、ee fairly well through the air-water interface as well. And although preliminary experimental evidence suggests that their in-air vision is poor, the accuracy with which dolphins leap high to take small fish out of a trainers hand provides anecdotal evidence to the contrary. Such variation can no do

41、ubt be explained with reference to the habitats in which individual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and flooded plains. The South American boutu and Chinese Beiji, for instance, appear

42、to have very limited vision, and the Indian susus are blind, their eyes reduced to slits that probably allow them to sense only the direction and intensity of light. Although the senses of taste and smell appear to have deteriorated, and vision in water appears to be uncertain, such weaknesses are m

43、ore than compensated for by cetaceans well-developed acoustic sense. Most species are highly vocal, although they vary in the range of sounds they produce, and many forage for food using echolocation1. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire.

44、 Notable exceptions are the nearly song-like choruses of bowhead whales in summer and the complex, haunting utterances of the humpback whales. Toothed species in general employ more of the frequency spectrum, and produce a wider variety of sounds, than baleen species (though the sperm whale apparent

45、ly produces a monotonous series of high-energy clicks and little else). Some of the more complicated sounds are clearly communicative, although what role they may play in the social life and culture of cetaceans has been more the subject of wild speculation than of solid science. 1. echolocation: th

46、e perception of objects by means of sound wave echoes. Questions 15-21 Complete the table below. Choose NO MORE THAN THREE WORDS from Reading Passage 2 for each answer. Write your answers in boxes 15-21 on your answer sheet. SENSE SPECIES ABILITY COMMENTS Smell toothed no evidence from brain structu

47、re baleen not certain related brain structures are present Taste some types poor nerves linked to their 15are underdeveloped Touch all yes region around the blowhole very sensitive Vision 16 yes probably do not have stereoscopic vision Dolphins, porpoises yes probably have stereoscopic vision 17and 18 yes probably have stereoscopic vision forward and upward Bottlenose dolphins yes exceptional in 19and good in air-water interface Boutu a