1、雅思（阅读）模拟试卷 45 及答案与解析 一、 Reading Module (60 minutes) 0 Poverty and Health The link between health and economic outcomes has always been a central issue for both economists and sociologists. Most experts believe that there is a strong causal link between health and economic prosperity. For example, th
2、ose earning higher incomes have more money to invest in human capital such as improving and maintaining health. This means that their standard of living improves as their earning power increases and they are able to invest in better diets, improved sanitation and better health care. A healthy worker
3、 is less likely to contract disease, and this means productivity at work improves with the resultant opportunity to command higher earnings. A clear example of the link between economic productivity and poor health is Uganda, which is situated in the east of central Africa. Recent surveys have indic
4、ated that 46% of the population is forced to live on less than $1.00 per day. Only 49% of households in Uganda have access to health care facilities. The current average life expectancy is 48 years from birth, which is estimated to be about 45 for males and 50.5 years for females. An assessment of t
5、he burden of disease in Uganda in 1995 demonstrated that 75% of life years lost as a result of premature death were due to entirely preventable diseases: perinatal and maternal conditions accounted for 20%; malaria for 15.4%; acute lower respiratory tract infections 10.5%; AIDS 9.1%; diarrhoea 8.4%.
6、 In addition, 38% of under five year olds are stunted, 25% are underweight and 5% wasted. These factors accounted for the extremely high mortality rate experienced in this age-group. A recent report from Healthcare Worldwide makes the clearest and strongest case yet that disease has a fundamental an
7、d disastrous effect on the economies of countries and, in the long run, at the global level. The report concludes that funding increases for health from affluent and poorer countries alike are vital. Although the extra expenditure from poorer countries would be difficult to find, the report conclude
8、d that the benefits received would be worth it. It is estimated that this injection of funds into the healthcare systems of the poorer countries would result in a significant increase in productivity because people would be healthier and more able to work. The report also urges a focus on the bigges
9、t killers, from childbirth and AIDS, and on medical care at a local clinic level rather than in prestigious hospitals. To this end, the Ugandan government has pursued a comprehensive poverty reduction strategy which has addressed the issues of access to appropriate and adequate health care by utilis
10、ing the existing political structure of the country. This strategy has resulted in the incidence of poverty in Uganda falling from 56% in 1992 to 35% in 2000. The Multinational Finance Corporation (MFC) has praised the East African country for the progress it has made towards reducing poverty and ha
11、s just announced its approval of a staggered $21 million loan which will be made available in three equal parts over three years beginning in 2002. This incentive means that Uganda has become the first country this year to benefit from a Poverty Reduction Support Credit (PRSC). This is a new approac
12、h to World Bank lending, available exclusively to low-income countries with strong policy and institutional reform programs, which allows poverty reduction strategies to be carried out. However, the MFC notes that although the Ugandan economy has performed relatively well during 2001-2002 in achievi
13、ng a 5.5% growth, Uganda would still continue to rely heavily on donor assistance. The United Nations Human Development Report for 2002 ranks Uganda as 150th out of 173 countries, and reports it is “far behind“ in its attempts to gain the anticipated 10% increase. It may also be unable to reach the
14、hoped for Millennium Development goal of halving the proportion of people suffering from hunger by 2015. The Ugandan government is also dedicated to the control of AIDS through the Uganda AIDS Commission. In 1993, Uganda reported the highest rate of AIDS cases per population in Africa and, therefore
15、, the world. HIV, the name given to the preliminary stages of AIDS, and AIDS, the fully developed form of the disease, are still one of the leading causes of death in Uganda. Currently, about 2.4 million people in the country are HIV positive while another 0.9 million have the fully developed form.
16、To make matters worse, the majority of those affected with the disease are within the 15 and 40 year age group, which is where the majority of the labour force comes from. Therefore the economy suffers. However, since the introduction of the Uganda AIDS Commission, there has been a major decrease in
17、 the incidence of the disease. The struggle to maintain adequate and appropriate levels of health care in underdeveloped countries will continue to represent a major challenge to organizations such as Healthcare Worldwide and UNICEE However, through the involvement of the more affluent countries and
18、 the development of a global fund set up by the United Nations, hope is present and there is an air of optimism about the future. 1 Using information from Reading Passage 1, complete the diagram below. Use NO MORE THAN THREE WORDS for each answer. Write your answers in boxes 1-3 on your Answer Sheet
19、. 4 Complete the following table using information taken from Reading Passage 1. Use NO MORE THAN THREE WORDS OR A NUMBER for each answer. Write your answers in boxes 4-8 on your Answer Sheet. Figure 1. Facts on Uganda 9 Poor health amongst Ugandans （ A） results from insufficient access to healthcar
20、e facilities. （ B） can be attributed to poor economic conditions. （ C） has resulted in increased mortality rates. （ D） All of the above. 10 Healthcare Worldwide recommends （ A） spending more money on health worldwide. （ B） investigating the incidence of death due to childbirth and AIDS. （ C） making
21、health care facilities accessible at a local level. （ D） All of the above. 11 The Poverty Reduction Support Credit （ A） was first offered to Uganda. （ B） is a department of the World Bank. （ C） only helps certain low-income countries. （ D） None of the above. 12 HIV/AIDS in Uganda （ A） is not as prev
22、alent as it used to be. （ B） causes the highest rate of death in the world. （ C） targets those who no longer work. （ D） occurs in 2.4 million of the population. 13 The writer of this article （ A） believes Ugandas situation will ultimately improve. （ B） thinks that developed countries do not help Uga
23、nda enough. （ C） is optimistic about the future in general. （ D） is sympathetic to poorer countries. 13 The way in which information is taught can vary gritty across cultures and time-periods. Entering a British primary school classroom from the early 1900s, for example, one gains a sense of austeri
24、ty, discipline and a rigid way of teaching. Desks are typically seated apart from one another, with straight-backed wooden chairs that face directly to the teacher and the chalkboard. In the present day, British classrooms look very different. Desks are often grouped together so that students face e
25、ach other rather than the teacher, and a large floor area is typically set aside for the class to come together for group discussion and (earning. Traditionally, it was felt that teachers should be in firm control of the earning process, and that the teachers task was to prepare and present material
26、 for students to understand. Within this approach, the relationship students have with their teachers is not considered important, nor is the relationship students have with each other in the classroom. A students participation in class is likely to be minimal, aside from asking questions directed a
27、t the teacher, or responding to questions that the teacher has directed at the student. This style encourages students to develop respect for positions of power as a source of control and discipline. It is frequently described as the “formal authority“ model of teaching. A less rigid form of teacher
28、-cent red education is the “demonstrator“ model. This maintains the formal authority models notion of the teacher as a “flashlight“ who illuminates the material for his or her class to learn, but emphasiss a more individualized approach to form. The demonstrator acts as both a role model and a guide
29、, demonstrating skills and processes and then helping students develop and apply these independently. Instructors who are drawn to the demonstrator style are generally confident that their own way of performing a task represents a good base model, but they are sensitive to differing earning styles a
30、nd expect to provide students with help on an individual basis. Many education researchers argue for student-centered (earning instead, and suggest that the (earning process is more successful when students are in control Within the student-centered paradigm, the “elevator“ style is popular. The det
31、onator teacher maintains general authority, but they delegate much of the responsibility for (earning to the class as a way for students to become independent thinkers who take pride in their own work. Students are often encouraged to work on their own or in groups, and if the elevator style is impl
32、emented successfully they will build not only a working knotweeds of course specific topics, but also self-discipline and the ability to co-ordinate group work and interpersonal roles. Another style that emphasiss student-cantered education is the “facilitator“ mode of learnin8. Here, while a set of
33、 specific curriculum demands are already in place, students are encouraged to take the initiative for creating ways to meet these learning requirements together. The teacher typically designs activities that encourage active learning, group collaboration and problem solving, and students are encoura
34、ged to process and apply the course content in creative and original ways. Whereas the elevator style emphasiss content, and the responsibility students can have for generating and directing their own knowledge base, the facilitator style emphasiss form, and the fluid and diverse possibilities that
35、are available in the process of learning. Until the 1960s, formal authority was common in almost all Western schools and universities. As a professor would enter a university lecture theatre, a student would be expected to rush up, take his bag to the desk, and pull out the chair for the professor t
36、o sit down on. This style has become outmoded over time. Now at university, students and professors typically have more relaxed, collegiate relationships, address each other on a first name basis, and acknowledge that students have much to contribute in class. Teacher-cantered education has a linger
37、ing appeal in the form of the demonstrator style, however, which remains useful in subjects where skills must be demonstrated to an external standard and the learning process remains fixed in the earlier years of education. A student of mathematics, sewing or metalwork will likely be familiar with t
38、he demonstrator style. At the highest levels of education, however, the demonstrator approach must be abandoned in all fields as students are required to produce innovative work that makes unique contributions to knowledge. Thesis and doctoral students Lead their own research in facilitation with su
39、pervisors. The elevator style is valuable when the course is likely to lead students to careers that require group projects. Often, someone who has a high level of expertise in a particular field does not make for the best employee because they have not learnt to apply their abilities in a co-coordi
40、nated manner. The elevator style confronts this problem by recognizing that interpersonal communication is not just a means to learning but an important skill set in itself. The facilitator model is probably the most creative model, and is therefore not suited to subjects where the practical compone
41、nt necessitates a careful and highly disciplined manner, such as training to be a medical practitioner. It may, however, suit more experimental and theoretical fields ranging from English, music and the social sciences, to science and medical research that takes place in research Labs. In these area
42、s, “mistakes“ in form are important and valuable aspects of the learning and development process. Overall, a clear evolution has taken place in the West from a rigid, dogmatic and teacher dominated way of learning, to a flexible, creative and student-centered approach. Nevertheless, different subjec
43、ts, ages and skill levels suit different styles of teaching, and it is unlikely that there will ever be one recommended approach for everyone. Questions 1-8 Look at the following statements (Questions 1-8 ) and the styles of teaching below. Match each statement with the correct teaching style, A-D.
44、Write the correct letter, A-D, in boxes 1-8 on your answer sheet. NB You may use any letter more than once. List of Teaching Styles A Formal authority B Demonstrator C Elevator D Facilitator 14 The emphasis is on students directing the learning process. 15 The teacher shows the class how to do somet
45、hing, then students try it on their own. 16 Student-teacher interaction and student-student interaction is limited. 17 The emphasis is on the process of solving problems together. 18 Students are expected to adjust to the teachers way of presenting information. 19 The teacher designs group activitie
46、s that encourage constructive interaction. 20 Time is set aside for one-on-one instruction between teacher and student. 21 Group and individual work is encouraged independently of the teacher. 22 The formal authority model remains popular in educational institutions of the West. （ A）真 （ B）假 （ C） NOT
47、 GIVEN 23 The demonstrator model is never used at tertiary level. （ A）真 （ B）假 （ C） NOT GIVEN 24 Graduates of elevator style teaching are good communicators. （ A）真 （ B）假 （ C） NOT GIVEN 25 The facilitator style is not appropriate in the field of medicine. （ A）真 （ B）假 （ C） NOT GIVEN 26 What is the best
48、 title for Reading Passage 1 ? （ A） Teaching styles and their application （ B） Teaching: then and now （ C） When students become teachers （ D） Why student-centered learning is best 27 READING PASSAGE 3 You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below. C
49、an You Charm Your Way into Oxbridge? Its Oxbridge season again, and thousands of applicants are anxiously waiting to be called to interview. Independent schools will be putting the final polish on candidates who may well have already had a years intensive preparation. Candidates, if they are lucky, might get a five-minute mock interview with one of their teachers. At the Cotswold School, in Bourton-on-the-Water, a Gloucestershire comprehensive, its a different story. Here, the eight Oxbridge candidates, all boys, are being given intensive social grooming cou
