1、雅思（阅读）模拟试卷 74及答案与解析 0 You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below. A Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect
2、 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 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 prelimina
3、ry study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organisation of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of
4、 children unable to comprehend the teachers voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and
5、 noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher. C Children with
6、 auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International
7、Institute of Noise Control Engineering (l-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms. D While the detrimental effects of noise in classroom situations
8、are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit
9、disorders (ADD/ADHD). E Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterised by interlinking problems with social imagination, social communication and social interaction. According to Janzen,
10、 this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum diso
11、rders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensor
12、y 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 to be adversely affected in their ability to process information. F The attention deficit disorders are indicative of neurological and gene
13、tic disorders and are characterised by difficulties with sustaining attention, effort and persistence, organisation skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attendin
14、g to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate. G Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of bac
15、kground noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in clas
16、sroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with invisible dis
17、abilities. Their needs are less likely to be met than those of children with known disabilities. H The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognises that people experiencing disability face sign
18、ificant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to services. Objective 3 of the New Zealand Disability Strategy is to Provide the Best Education for Disabled People by improving education so that all children, youth learners and adult
19、learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory f
20、unction disabilities. I A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchild
21、ren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate
22、 international standards to be promulgated in future. Questions 1-6 Reading Passage 1 has nine sections, A-l. Which section contains the following information? Write the correct letter, A-l, in boxes 1-6 on your answer sheet. 1 an account of a national policy initiative 2 a description of a global t
23、eam effort 3 a hypothesis as to one reason behind the growth in classroom noise 4 a demand for suitable worldwide regulations 5 a list of medical conditions which place some children more at risk from noise than others 6 the estimated proportion of children in New Zealand with auditory problems 6 An
24、swer the questions below. Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer. Write your answers in boxes 7-10 on your answer sheet. 7 For what period of time has hearing loss in schoolchildren been studied in New Zealand? 8 In addition to machinery noise, what other type
25、 of noise can upset children with autism? 9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed? 10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity? 10 Choose TWO letters, A-F. Write the correct letters in
26、boxes 11 and 12 on your answer sheet The list below includes factors contributing to classroom noise. Which TWO are mentioned by the writer of the passage? A current teaching methods B echoing corridors C cooling systems D large class sizes E loud-voiced teachers F playground games 13 What is the wr
27、iters overall purpose in writing this article? （ A） to compare different methods of dealing with auditory problems （ B） to provide solutions for overly noisy learning environments （ C） to increase awareness of the situation of children with auditory problems （ D） to promote New Zealand as a model fo
28、r other countries to follow 13 You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Venus in transitJune 2004 saw the first passage, known as a transit, of the planet Venus across the face of the Sun in 122 years. Transits have helped shape our view of the
29、 whole Universe, as Heather Cooper and Nigel Henbest explain A On 8 June 2004, more than half the population of the world were treated to a rare astronomical event. For over six hours, the planet Venus steadily inched its way over the surface of the Sun. This transit of Venus was the first since 6 D
30、ecember 1882. On that occasion, the American astronomer Professor Simon Newcomb led a party to South Africa to observe the event. They were based at a girls school, where - it is alleged - the combined forces of three schoolmistresses outperformed the professionals with the accuracy of their observa
31、tions.B For centuries, transits of Venus have drawn explorers and astronomers alike to the four corners of the globe. And you can put it all down to the extraordinary polymath Edmond Halley. In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St
32、Helena in the South Pacific. He realised that, from different latitudes, the passage of the planet across the Suns disc would appear to differ. By timing the transit from two widely-separated locations, teams of astronomers could calculate the parallax angle - the apparent difference in position of
33、an astronomical body due to a difference in the observer s position. Calculating this angle would allow astronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun. This distance is known as the astronomical unit or AU.C Halley was aware that the AU was one of the
34、most fundamental of all astronomical measurements. Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sun governed their orbital speeds, which were easily measurable. But no-one had found a way to calculate accurate distances to the planets from the Eart
35、h. The goal was to measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale of the Solar System would fall into place. However, Halley realised that Mercury was so far away that its parallax angle would be very difficult to determine. As Venus was closer to
36、the Earth, its parallax angle would be larger, and Halley worked out that by using Venus it would be possible to measure the Suns distance to 1 part in 500. But there was a problem: transits of Venus, unlike those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so
37、 years. Nevertheless, he accurately predicted that Venus would cross the face of the Sun in both 1761 and 1769 - though he didnt survive to see either.D Inspired by Halleys suggestion of a way to pin down the scale of the Solar System, teams of British and French astronomers set out on expeditions t
38、o places as diverse as India and Siberia. But things werent helped by Britain and France being at war. The person who deserves most sympathy is the French astronomer Guillaume Le Gentil. He was thwarted by the fact that the British were besieging his observation site at Pondicherry in India. Fleeing
39、 on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit - but the ships pitching and rolling ruled out any attempt at making accurate observations. Undaunted, he remained south of the equator, keeping himself busy by studying the islands of Mauritius and Madagascar before s
40、etting off to observe the next transit in the Philippines. Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispiriting experience.E While the early transit timings were as precise as instruments would allow, the measurements were dogged by th
41、e black drop effect. When Venus begins to cross the Suns disc, it looks smeared not circular - which makes it difficult to establish timings. This is due to diffraction of light. The second problem is that Venus exhibits a halo of light when it is seen just outside the Suns disc. While this showed a
42、stronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.F But astronomers laboured hard to analyse the results of these expeditions to observe Venus transits. Johann Franz Encke, Director of the Berlin O
43、bservatory, finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to todays value of 149,597,870 km, determined by radar, which has now superseded transits and all other methods in accuracy. The AU is a c
44、osmic measuring rod, and the basis of how we scale the Universe today. The parallax principle can be extended to measure the distances to the stars. If we look at a star in January - when Earth is at one point in its orbit - it will seem to be in a different position from where it appears six months
45、 later. Knowing the width of Earths orbit, the parallax shift lets astronomers calculate the distance.G June 2004s transit of Venus was thus more of an astronomical spectacle than a scientifically important event. But such transits have paved the way for what might prove to be one of the most vital
46、breakthroughs in the cosmos - detecting Earth-sized planets orbiting other stars.Questions 14-17Reading Passage 2 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter, A-G, in boxes 14-17 on your answer sheet. 14 examples of different ways in which th
47、e parallax principle has been applied 15 a description of an event which prevented a transit observation 16 a statement about potential future discoveries leading on from transit observations 17 a description of physical states connected with Venus which early astronomical instruments failed to over
48、come 17 Look at the following statements (Questions 18-21) and the list of people below. Match each statement with the correct person, A, B, C or D. Write the correct letter, A, B, C or D, in boxes 18-21 on your answer sheet. 18 He calculated the distance of the Sun from the Earth based on observati
49、ons of Venus with a fair degree of accuracy. 19 He understood that the distance of the Sun from the Earth could be worked out by comparing observations of a transit. 20 He realised that the time taken by a planet to go round the Sun depends on its distance from the Sun. 21 He witnessed a Venus transit but was unable to make any calculations. List of People （ A） Edmond Halley （ B） Johannes Kepler （ C） Guillaume Le Gentil （ D） Johann Franz Encke 21 Do the following statements agree with the information given in Reading Passage 2? In boxes 22-26 on your answer sheet, writ
