剑桥雅思4 高清原版

Test 1

LISTENING

SECTION 1Questions 1-10

Questions 1-4

Complete the notes below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

NOTES ON SOCIAL PROGERAMME

Example Answer

Number of trips per month 5

Visit places which have:

· Historical interest

· good 1__________________

· 2_______________________

Cost: between ￡5.00 and ￡15.00 per person

Note: special trips organized for groups of 3_______people

Time: departure – 8.30 a.m.

return – 6.00 p.m.

To reserve a seat: sing mane on the 4___________3 days in advance

Questions 5-10

Complete the table blew.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

WEEKEND TRIPS

Place Date Number of seats Optional extra St Ives 5______________ 16 Hepworth Museum London 16th February 45 6______________ 7______________ 3rd March 18 S.S. Great Britain Salisbury 18th March 50 Stonehenge

Bath 23rd March 16 8______________ For further information:

Read the 9____________ or see Social Assistant: Jane 10___________

SECTION 2 Questions 11-20

Questions 11-13

Complete the sentence below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

RIVERSIDE INDUSTRIAL VILLAGE

11Riverside Village was a good place to start an industry because it had water, raw materials and fuels such as ______________and__________________. .

12The metal industry was established at Riverside Village by _____________ who lived in the area.

13There were over ____________ water-powered mills in the area in the eighteenth century.

Questions 14-20

Label the plan below.

Write NO MORE THAN THREE WORDS for each answer.

The Works Office

The Stables

The

17________

The

18______

The

16________

The

15________

Toilets

The 19

The Engine Room

The Grinding

Shop

Yard

20______

The

for the

workers

Entrance

River

Car Park

14______Road

SECTION 3 Questions 21-30 Questions 21 and 22

Choose the correct letter, A, B or C.

21Melanie says she has not started the assignment because

A she was doing work for another course.

B it was s really big assignment.

C she hasn’t spent time in the library.

22 The lecture says that reasonable excuses for extensions are

A planning problems.

B problems with assignment.

C personal illness or accident.

Questions 23-27

What recommendation does Dr Johnson make about the journal articles? Choose your answers for the box and write the letters A-G next to questions 23-27.

Example

Melanie could not borrow any books from the library because

A the library was out.

B she didn’t have time to look.

C the books had already been borrowed.

A must read

B useful

C limited value

D read first section

E read research methods

F read conclusion

G don’t read

Example Answer

Anderson and Hawker A

Jackson: 23 _________________

Roberts: 24 _________________

Morris: 25 _________________

Cooper: 26 _________________

Forster: 27 _________________

Questions 28-30

Label the chart below.

Choose your answer from the box below and write the letters A-H next to questions 28-30.

Population studies Reasons for changing accommodation

100

90

80

70

60

50

40

30

20

10

1 2 3 4 5 6

C

E

G

28 _____

29_____

30_____

Possible reasons

A uncooperative landlord

B environment

C space

D noisy neighbors

E near city

F work location

G transport

H rent

SECTION 4Question 31-40

Complete the notes below

Write NO MORE THSN TWO WORDS for each answer.

THE URBAN LANDSCAPE

Two areas of focus:

· the effect of vegetation on the urban climate

· ways of planning our 31______________ better

Large-scale impact of trees:

· they can make cities more or less 32______________

· in summer they can make cities cooler

· they can make inland cities more 33______________

Local impact of trees:

· they can make local areas

-- more 43_______________

-- cooler

-- more humid

-- less windy

-- less 35__________________

Comparing trees and buildings

Temperature regulation:

· tress evaporate water through their 36__________________

· building surfaces may reach high temperatures

wind force:

· tall buildings cause more wind at 37___________________ level · these 38__________________ the wind force

Noise:

· trees have a small effect on traffic noise

· 39_________________ frequency noise passes through trees Important points to consider:

· trees require a lot of sunlight, water and 40______________ to grow

READING

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 alarming rat 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 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 studies have shown that children harbor misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible 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 their peers.

Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s 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 build upon correct ideas and to displace misconceptions and to plan programs in environmental studies in their schools.

The study surveys children’s scientific knowledge and attitudes to rainforests.

Secondary school children were asked to complete a questionnaire containing five open-form questions. 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 (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 with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer (60%) raised the idea of rainforest as animal habitats.

Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations are generally consistent with our previous studied 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-human animal life.

The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupil (59%) identified that it is human activities which are destroying rainforests, some personalizing the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.

One misconception, expressed by some 1) % 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 destruction 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 atmosphere 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 warming. 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 indicate 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 appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the rage of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. 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 sills can be developed, which is essential fore these children as future decision –makers.

Question 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 there is no information on this

1The plight of the rainforests has largely been ignored by the media.

2Children only accept opinions on rainforests that they encounter in their classrooms.

3It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.

4The fact that children’s ideas about science from part of a larger framework of ideas means that it is easier to change them.

5The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa?’

6Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.

7The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.

8 A second study has been planned to investigate primary school children’s ideas

about rainforests.

Question 9-13

The box below gives a list of responses 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.

9What was the children’s most frequent response when asked where the rainforests were?

10What was the most common response to the question about the importance of the rainforests?

11What 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?

13Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?

A There is a complicated combination of reasons for the loss of the rain-

forests.

B The rainforests are being destroyed by the same things that are destroy-

ing the forests of Western Europe.

C Rainforests are located near the Equator.

D Brazil 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 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 destruction 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 Reading Passage 1?

A The development of a program in environmental studies within a science

curriculum

B Children’s 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 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 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 species 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 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 remark on their animals’ responsiveness to being touched or rubbed, and both captive and freeranging 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 stroking 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 degrees in different species. Baleen species studied at close quarters underwater – specifically a grey whale calf in cap- tivity for a year, and free-ranging right whales and humpback whales studied and

filmed off Argentina and Hawaii – have obviously tracked objects with vision under- water, and they can apparently see moderately well both in water and in air. However, the position of the eyes so restricts the field of vision in baleen whales that they pro- bably 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 dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic forward and upward. By compare- son, the bottlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne flying fish, it can apparently see 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 trainer’s hand provides anecdotal evidence to the contrary.

Such variation can no doubt 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 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 more 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 echo- locationv①. Large baleen whales primarily use the lower frequencies and are often limited in their repertoire. 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 pro- duce a wider variety of sounds, than baleen species (though the sperm whale appa- rently 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: the 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 structure baleen not certain related brain structures are present

Taste

some types poor nerves linked to their

15__________are 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 17__________ and ____________

18_________ yes probably have stereoscopic vision

forward and upward

bottlenose dolphin yes exceptional in 19___________ and good in air-water interface

boutu and beiji poor have limited vision

Indian susu no probably only sense direction and

intensity of light

Hearing most large

baleen yes usually use 20______________;

repertoire limited

21__________

whales and ___

______ whales

yes song-like

toothed yes use more of frequency spectrum;

have wider repertoire

Questions 22–26

Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.

Write your answers in boxes 22–26 on your answer sheet.

22Which of the senses is described here as being involved in mating?

23 Which species swims upside down while eating?

24 What can bottlenose dolphins follow from under the water?

25Which type of habitat is related to good visual ability?

26 Which of the senses is best developed in cetaceans?

READING PASSAGE 3

You should spend about 20 minutes on Questions 27–40 which are based on Reading Passage 3 below.

Visual Symbols and the Blind

Part 1

From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-set- ting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.

When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s

spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines – or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing move- ment or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.

To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.

All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.

In addition, the favored description for the sighted was the favored description for the blind in every instance. What is more, the consensus among the sighted was bare-

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