雅思英语考试经典资料汇编5：Practice Test 3.docx

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1、Test 3LISTENINGSECTION 1 Questions I-10Questions I-10Complete the form below.Write NO MORE THAN THREE WORDS ANDIOR A NUMBER for each answerMINTONSCustomerExampleMakeEngine size:Model:Type of gearsPreferred colour:FINANCECustomer wishes to arrangePart exchange?PERSONAL DETAILSNameTitle:AddressPostcod

2、e:Contact number:CAR MARTEnquiryAnswerLida1Max2 3 blue4 yesWendy 5 6 20, Green Banks7 HampshireGU8 9EW8(for only)079825764355Test 3CURRENT CARMake:Model;Mileage:Colour;Condition:ContiName:9 Year: 1994maximum 70,000metallic grey10 56ListeningSECTION 2 Questions 11-20Questions lI and 12Choose TWO lett

3、ers A-E.What TWO advantages does the speaker say Rexford University has for the students he isspeaking to?A higher than average results in examinationsB good transport links with central LondonC near London AirportD special government fundingE good links with local industryQuestions 13-15Complete th

4、e notes below.Write NO MORE THAN ONE WORD for each answer When application is received, confirmation will be sent Application processing may be slowed down by- postal problems University tries to put international applicants in touch with a student from thesame 14 whocangiveinformationandadviceon- a

5、cademic atmosphere- leisure facilities- English 15 andfood- what to pack57Test 3Questions 16-20Choose the correct letter,A,B or C.16 The speaker says international students at UK universities will beA offered accommodation with local families.B given special help by their lecturers.C expected to wor

6、k independently.17 What does the speaker say about university accommodation on campus?A Most places are given to undergraduates.B No places are available for postgraduates with families.C A limited number of places are available for new postgraduates.18 Students wishing to live off-campus should app

7、lyA several months in advance.B two or three weeks in advance.C at the beginning of term.19 The university accommodation officer willA send a list of agents for students to contact.B contact accommodation agencies for students.C ensure that students have suitable accommodation.20 With regard to thei

8、r English,the speaker advises the students toA tell their lecturers if they have problems understanding.B have private English lessons when they arrive.C practise their spoken English before they arrive.58ListeningSECTION 3 Questions 21-30Complete the form below.Write NO MORE THAN THREE WORDS ANDIOR

9、 A NUMBER for each answerFeedback FormCourse Communication In BusinessCourse code CB162Dates From 21 to 22 Please give your comments on the following aspects of the courseGood PointsSuggestions fonImprovementCourse organisation23 useful to have24 at beginning of coursetoo much work in25 of the cours

10、e -could bemore evenly balancedCourse deliverygood 26 some 27 sessions went on toolongMaterials and equipmentgood 28not enough copies ofkey texts availableneed more computersTesting and evaluationquick feedbackfrom oral presentationsmarking criteria fororal presentations known in gdvancetoo much 29

11、can we know criteria for marking final exams?Other comment:excellent 30 59Test 3SECTION 4 Questions 31-40Questions 31-35Complete the sentences below.Write NO MORE THAN TWO WORDS ANDIOR A NUMBER for each answer.HOUSEHOLD WASTE RECYCLING31 By 2008, carbon dioxide emissions need to be lowerthanin1990.3

12、2 Recycling saves energy and reduces emissions from landfll sites and 33 People say that one problem is a lack of sitesforhouseholdwaste. At the bring banks, household waste is sorted and unsuitable items removed.34 Glass designed to be utilised for cannotberecycledwithothertypesofglass.35 In the UK

13、 tonsofglassisrecycledeachyear.60ListeningQuestions 36-40Complete the table below.Write NO MORE THAN TWO WORDS for each answer.Companies working with recycled materialsMaterialCompanyProduct that the companymanufacturesglassCLF Aggregatesmaterial used for making36 paperMartinsoffice stationeryPapers

14、ave37 for use on farmsplasticPacrite38for collecting wasteWaterford39 Johnson &Jones40 61Test 3READINGREADING PASSAGE 1You should spend about 20 minutes on Questions 1-13,which are based on Reading Passage 1belowEarly Childhood EducationNew Zealands National Party spokesman on education,Dr Lockwood

15、Smith,recently visited the US and Britain.Here he reports on the findings of his tripand what they could mean for New Zealands education policy62AEducation To Be Morewas published lastAugust.It was the report of the New ZealandGovernments Early Childhood Care andEducation Working Group.The report ar

16、gued for enhanced equity of access and better fundingfor childcare and early childhood educationinstitutions.Unquestionably,thats a real need; but since parents dont normally send children to pre-schools until the age of three,are we missing out on the most imporlant years of all?BA 13-year study of

17、 early childhood development at Harvard University has shown that,by the age of three,most children have the potential tounderstand about 1000 words -most of thelanguage they will use in ordinary conversation for the rest of their lives.Furthermore,research has shown that while every child is born w

18、ith a natural curiosity,it can be suppressed dramatically during the second and third years of life.Researchers claim that the human personality is formed during the first two years of life,and during the first three yearschildren learn the basic skills they will use in all their later learning both

19、 at home and at school. Once over the age of three,children continue to expand on existing knowledge of the world.Ct is generally acknowledged that young people from poorer socio-economic backgrounds tend todo less well in our education system.Thafsobserved not just in New Zealand,but also inAustral

20、ia,Britain and America.In an attempt to overcome that educational under-achievement,a nationwide programme called Headstart was launched in the United States in 1965.A lot of money was poured into it.It took children into pre-school institutions at the age of three andwas supposed to help the childr

21、en of poorer families succeed in school.Despite substantial funding,resuls have been disappointing.It is thought that there are twoexplanations for this.First,the programme began too late.Many children who entered it at theage of three were already behind their peers in language and measurable intel

22、ligence.Second, the parents were not involved.At the end of each day,Headstart children returned to the same disadvantaged home environment.DAs a result of the growing research evidenceof the importance of the first three years of achilds life and the disappointing results fromHeadstarr,a pilot prog

23、ramme was launched in Missouri in the US that focused on parents as the childs first teachers.TheMissouriprogramme was predicated on research showing thatworking with the family,rather than bypassing the parents,is the most effective way of helping children get off to the best possible start in life

24、. The four-year pilot study included 380 families who were about to have their first child and whoReading63represented a cross-section of socio-economicstatus,age and family configurations.Theyincluded single-parent and two-parent families, families in which both parents worked,andfamilies with eith

25、er the mother or father at home.The programme involved trained parent-educators visiting the parentshome and working with the parent,or parents,and the child.nformation on child development,and guidance on things to look for and expect as the childgrows were provided,plus guidance in fostering the c

26、hilds intellectual,language,social andmotor-skill development.Periodic check-ups ofhe childs educational and sensory development (hearing and vision)were made to detectpossible handicaps that interfere with growth and development.Medical problems were referred toproP(fe)a(s)rent(sion)e(g)du(ls.)cato

27、rs made personal visits tohomes and monthly group meetings were held with other new parents to share experience and discuss topics of interest.Parent resource centres,ocated in school buildings,offered learning materials for families and facilitators for child care.EAt the age of three,the children

28、who had been involved in the Missouriprogramme wereevaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations,and also a random sample of children that age.The resulls were phenomenal.By the age of three,thechildren in the program

29、me were significantymore advanced in language development than their peers,had made greater strides in problem solving and other intellectual skills,and werefurther along in social development.In fact,the average child on the programme was performing at the level of the top 15 to 20 per cent of thei

30、r peers in such things as auditory comprehension, verbal ability and language ability.Most important of all,the traditional measures of risk,such as parentsage and education,or whether they were a single parent,bore lifle or no relationship to the measures of achievement and language development.Chi

31、ldren in theprogramme performed equally well regardless of socio-economic disadvantages.Child abuse was virtually eliminated.The one factor that wasfound to affect the childs development wasfamily stress leading to a poor quality ofparent-child interaction.That interaclion was not necessarily bad in

32、 poorer families.FThese research findings are exciting.There isgrowing evidence in New Zealand that children from poorer socio-economic backgrounds arearriving at school less well developed and that our school system tends to perpetuate thatdisadvantage.The inifiative outlined above could break that

33、 cycle of disadvantage.The concept of working with parents in their homes,or at their place of work,contrasts quite markedly withthe report of the Early Childhood Care andEducation Working Group.Their focus is ongetting children and mothers access to childcare and institutionalised early childhood e

34、ducation. Education from the age of three to five isundoubtedly vital,but without a similar focus on parent education and on the vital importance of the first three years,some evidence indicates that t will not be enough to overcome educationalinequity.Test 3Questions 1-4Reading Passage 1 has six se

35、ctions,A-F .Which paragraph contains the following information?Write the correct letter A-F in boxes 1-4 on your answer sheet.1 details of the range of family types involved in an education programme2 reasons why a childs early years are so important3 reasons why an education programme failed4 a des

36、cription of the positive outcomes of an education programmeQuestions 5-10Classify the following features as characterisingA theHeadstartprogrammeB theMissouriprogrammeC both the Headstartand the MissouriprogrammesD neither the Headstartnor the Missouri programmeWrite the correct letter A,B,C or D in

37、 boxes 5-10 on your answer sheet.5 was administered to a variety of poor and wealthy families6 continued with follow-up assistance in elementary schools7 did not succeed in its aim8 supplied many forms of support and training to parents9 received insufficient funding10 was designed to improve pre-sc

38、hoolerseducational development64ReadingQuestions 11-13Do the following statements agree with the information given in Reading Passage 1?In boxes 11-13 on your answer sheet,write65TRUEFALSENOT GIVENif the statement agrees with the informationif the statement contradicts the informationif there is no

39、information on this11 MostMissouriprogramme three-year-olds scored highly in areas such as listening, speaking,reasoning and interacting with others.12 Missouriprogramme children of young,uneducated,single parents scored less highly on the tests.13 The richer families in the Missouriprogramme had hi

40、gher stress levels.Test 3READING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 on the following pagesQuestions 14-17Reading Passage 2 has six paragraphs,A-F.Choose the correct heading for paragraphs B and D-Ffrom the list of headings below.Write

41、the correct number i-vili in boxes 14-17 on your answer sheet.List of Headingsi Effects of irrigation on sedimentation ii The danger of flooding the Cairo area iii Causing pollution in the Mediterraneaniv Interrupting a natural processv The threat to food productionvi Less valuable sediment than bef

42、orevii Egypts disappearing coastlineviii Looking at the long-term impactExample Paragraph A Answer vii14 Paragraph BExample Paragraph C Answer vi15 Paragraph D16 Paragraph E17 Paragraph F66ReadingDisappeaiing Delta67A The fertile land of the Nile delta is beingeroded along Egyps Mediterranean coast

43、atan astounding rate,in some parts estimated at 100 metres per year.In the past,land scoured away from the coastline by the currents of theMediterranean Sea used to be replaced bysediment brought down to the delta by the River Nile,but this is no longer happening.B Up to now,people have blamed this loss ofdelta land on the two large dams at Aswan in the south of Egypt,which hold back virtually all ofthe sediment that used to flow down the river.Before the dams were built,the Nile Hlowedfreely,carrying huge quantities of sediment north from Africas interior to be deposited on t