3.12期雅思閱讀精讀312團(tuán)

1、樂精讀312第四講 教育類大總結(jié)斬單詞第一段confrontv. (與with連用)使面對；使equivalent adj. (常與to連用)相同的；同等的lossn. 損失；喪失；tropicalduration graphicadj. 熱帶的n. 持續(xù)時間；期間adj. 圖解的；圖形的，生動的vividadj. 鮮明的；生動的illustrationcoveragen. 例子；圖表；插圖n.報(bào)導(dǎo)(范圍)；報(bào)導(dǎo)斬單詞第一段readilyadv. 無地；容易地endangerv. 危及；危害relatevt. & vi. (與to連用)認(rèn)同；欣賞；領(lǐng)略independent of不依賴；獨(dú)立于

2、tuitionestimaten. 指導(dǎo)；教導(dǎo)n. 估計(jì)；推測mistakenadj. 錯誤的；誤解的斬單詞第二段harbour v. 持有或之處；避難所component adj.(某種特殊的或感情)n. 海港；藏身的；作為一個組成部分的erroneousadj. 錯誤的；由錯誤得出的misconceptionn. 誤解；錯誤想法robustpure acadj. 強(qiáng)壯的；健壯的；adj. 理論的；免除經(jīng)驗(yàn)要素的sibleadj. (與to搭配)易受影響的斬單詞第二段isolated developadj.的；孤立的v. 逐漸形成；逐漸擁有；獲得multifaceted adj. 多方面的；

3、absorbv. 吸收；吸納conceptual re-expressanizedadj. 概念的；概念上的v. 重申adj. 有條理的；有組織的refinev. 使完善；使高雅；提煉斬單詞第二段curriculumn. 課程modification n. 更正；修改；修正incorporated adj.一體的；的peern. 同輩；同等的人；同學(xué)frameworkn. 框架；基本結(jié)構(gòu)斬單詞第三段extensive available coveragestrategyadj. 廣泛的；大量的adj. 可用的；可獲得的n.；量n. 策略；對策destructionn. 破壞；消滅displac

4、ev. 替換；取代斬單詞第四段survey dv.；勘查adj. 潮濕的questionnaire n.表；問題單geographical adj. 地理的；地理學(xué)的open-formlocationadj. 開放式的n. 地點(diǎn)；地方descriptionn. 描述equatorn. 赤道self-evidentadj. 不言而喻的；不言自明的斬單詞第五段dominant habiadj. 主要的；占優(yōu)勢的n. 棲息地；raisev. 提出indigenousadj. 本土的；當(dāng)?shù)氐臄貑卧~第六段observation sympathetic consistentn.；評論；觀點(diǎn)adj. 同情的

5、；憐憫的adj. 與一致的；和諧的rinsicadj. 本質(zhì)的；內(nèi)在的conservation n. 保護(hù)；保存non-humanadj.類的；不屬于人類的斬單詞第七段encouragingly adv. 令人鼓舞地refer toidentifyv. 談到；提到；打聽；查閱v. 確定；認(rèn)為specificallyalizeadv. 明確地；清晰地v. 使個人化loggingn. 伐木業(yè)斬單詞第八段acid rain酸雨atmosphericproportionadj. 大氣的n. 比例oxygenn. 氧氣embracev. 包含；包括patible adj. 不和諧的；無法共存的斬單詞第九

6、段survivev. 生存；活著considering conj.鑒于；考慮到；顧及contribute to v. 導(dǎo)致；引起第十段predominate vi. 占優(yōu)勢；占絕大多數(shù)climaticadj. 氣候上的；與氣候有關(guān)的ecosystemn. 生態(tài)系統(tǒng)；生態(tài)環(huán)境斬單詞第十一段voteerv. 自動說出acquirev. 獲得；得到apprevalueappretev. 鑒別；覺察；v. 尊重；重視tion n. 鑒別；估價；評價evaluatecomplexityv. 對評價；對鑒定n. 復(fù)雜性；復(fù)雜度斬單詞第十一段ing indicationadj. 不一致的；n. 表示；跡象的

7、；的arenarangen. 活動場所；舞臺n. 范圍；廣泛essentialadj. 必不可少的；絕對必要的encouragementn. 鼓勵；起鼓勵作用deci-maker n. 決策人文章內(nèi)容第一段Adults and children are frequently confronted with sementsabout the alarming rate of loss of tropical rainforests. Forexle, one graphic illustration to which children might readilyrelate is the est

8、imatet rainforests are being destroyed at arate equivalent to one thousand football fields every forty minutes - about the duration of a normal classroom period. face of the frequent and often vivid media coverage, it is likelyhet children will have formed ideas about rainforests -what and where the

9、y are, why they are important, what endangers them -independent of any formal tuition. It is also these ideas will be mistaken.siblet some of文章內(nèi)容第二段Many studies have shownt children harbour misconceptionsabout pure, curriculum science. These misconceptions do notremain isolated bute incorporatedo a

10、multifaceted, butanised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but alsoacsible to modification. These ideas may be developed bychildren absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools

11、 may not be providing an opportunity for children to re-express their ideasand so have them tested and refined by teachers and their peers.文章內(nèi)容第三段Despite the extensive coveragehe popular media ofthe destruction of rainforests, little formal information isavailable abohildrens ideashis area. The aim

12、ofthe 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 toplan programmes in environmental studiesschools.heir文章內(nèi)容第四段The study surveys childrens scientific knowledge and attitudes

13、 to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The mostfrequent responses to thequestion were descriptions which areself-evident from the term rainforest. Some children describedthem as d, wet or hot. The second question concern

14、ed thegeographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43%of children),Soumerica (30%), Brazil (25%). Some children also gave moregeneral locations, such as being near the Equator.文章內(nèi)容第五段Responses to question three concerned the importance

15、of rainforests. The dominant idea, raised by 64% of the pupils, wast rainforests provide animals with habis. Fewer studentsrespondedt rainforests provide planbis, and even fewermentioned the indigenous populations of rainforests. More girls(70%)habin boys (60%) raised the idea of rainforest as anima

16、ls.文章內(nèi)容第六段Similarly, bua lower level, more girls (13%)n boys (5%)saidt rainforests provided human habis. Theseobservations 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 animalsand

17、expressed views which seem to place an non-human animal life.rinsic value on文章內(nèi)容第七段The fourth question concerned the causes of the destructionof rainforests. Perhaps encouragingly, moren half of thepupils (59%) identifiedt it is human activities which aredestroying rainforests, somealising the respo

18、nsibilityby the use of termch as we are. About 18% of thepupils referred specifically to logging activity.文章內(nèi)容第八段One misconception, expressed by some 10% of the pupils,wast acid rain is responsible for rainforest destruction; asimilar proportion saidt pollution is destroying rainforests.Here, childr

19、en are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the informationtthe rainforests proxygen, in some cases this responsealso embraced the misconceptiont rainforest destructionwould reduce atmospheric oxygen

20、, making the atmosphere patible with human life on Earth.文章內(nèi)容第九段In answer to the final question about the importance of rainforest conservation, the majority of children simply saidt we need rainforests to survive. Only a few of the pupils(6%) mentionedt rainforest destruction may contribute togloba

21、l warming. This i media coverage on this irprising considering the high level ofe. Some children expressed theideat the conservation of rainforests is not important.文章內(nèi)容第十段The results of this study suggestt certain ideaspredominatehe thinking of children about rainforests.Pupils responses indicate s

22、ome misconceptions in basicscientific knowledge of rainforests ecosystemch as theirideas about rainforests as habis for animals, plants andhumans and the relationship bet destruction of rainforests.n climatic change and文章內(nèi)容第十一段Pupils did not voteer ideast suggestedt theyappreted the complexity of ca

23、uses of rainforest destruction. Inother words, they gave no indication of an appretion of eitherthe range of ways in which rainforests are important or thecomplex sol, economic and political factors which drive theactivities which are destroying the rainforests. Oneencouragement is environmental i t

24、he ability to appret the results of similar studies about othereggestt older children seem to acquirete, value and evaluateing views.Environmental education offers an arena in which these skills can be developed, which is essential for these children as futuredeci-makers.文章題型單選（TFNGM）TFNG1 The pligh

25、t of the rainforests has largely been ignored by the media.2 Children only accept opinions on rainforestst theyencounterheir classrooms.3 Is been suggestedt children hold mistakenviews about the pure scienceschool.t they study at4 The factt childrens ideas about science form partof a larger framewor

26、k of ideas means change them.t it is easier toTFNG5 The study involved asking children a number of yes/noquestionch as Are there any rainforests in Africa?6 Girls are more likelyn boys to hold mistaken viewsabout the rainforests destruction.7 The study reported here follows on from a series ofstudie

27、srainforests.ve looked at childrens understanding of8 A second study has been planned to investigateprimary school childrens ideas about rain forests.MatchingWhat was the childrens most frequent responsewhen asked where the rainforests were?What was the most common response to the questionabout the

28、importance of the rain forests?What did most children give as the reason for the loss of the rainforests?Why did most children think it important for therainforests to be protected?Which of the responses is cited as unexpectedlymon, given the amount of time spent on the ieby the newsprs andevi?Match

29、ingMatchingIRainforests 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 he air.L There are people for whom the rainforests are home.M Rainforests are found in Africa.N Rainforests ar

30、e 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 continuingexistence.Which of the following is the most suitable titlefor Reading Passage 1?A The development of a programme in environmental

31、 studies within a science curriculumChildrens ideas about the rainforests and the implications for course designThe extent to which children have been misled by themedia concerning the rainforestsHow to collect, collate and describe the ideas of secondary school childrenThe importance of the rainfor

32、ests and the reasons for their destruction長難句翻譯For exle, one graphic illustration to which childrenmight readily relate is the estimatet rainforests arebeing destroyed at a rate equivalent to one thousandfootball fields every forty minutes about the duration of a normal classroom period.Relate to 有關(guān)

33、；關(guān)于；涉及長難句翻譯These misconceptions do not remain isolated buteincorporatedo a multifaceted, butanized,conceptual framework, making it and the component ideas, some of which are erroneous, more robust but alsoacsible to modification.butanized是語，用來修飾conceptual framework,在翻譯句子的過程中要注意由兩個逗號或雙破折號隔開的部分。making

34、 it是現(xiàn)在分詞做結(jié)果狀語，在其中又引導(dǎo)的非限制性定語從句，了由which長難句翻譯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 environmentalstudiesheir schools.to start to provide

35、不定式做表語教育類長那句串燒Byof three, the childrenhe programme weresignificantly more advanced in language developmentn their peers, had made greater strides in problemsolving and otherellectual skills, and were furtheralong in sol development. In fact, the average childon the programme was performing at the le

36、vel of the top15 to 20 per cent of their peers in such things asauditory comprehen ability., verbal ability and language教育類長那句串燒Bullying is clearly unpleasant, and can make the childexperiencing it feeworthy and depressed. In extremecases it can even lead to suicide, though this is nkfully rare. Vic

37、timised pupils are more likely toexperience difficulties withersonal relationships asadults, while children who persistently bully are morelikely to grow up to be physically violent, and convictedof anti-sol offen.教育類長那句串燒Lozanovs instructional technique is based on theevidencet the connections made

38、he brahroughunconscious prosing (which he calls non-specificmental reactivity) are more durablen those madethrough conscious prosing. Besides the laboratoryevidence for this, we know from our experiencet weoften remember what we have perceived peripherally,long after we have fotten what we set out t

39、o learn.教育類長那句串燒Japan has a significantly better recorderms of averagemathematical attaentn England and Wales. Largesleernational comparisons of pupils attaents sincepupilsthe 1960s have establishedt not only did Japaat age 13 have better scores of average attaent, but therewas also a largroportion

40、of low attainers in England,where, incidentally, the variation in atta much greater. The percentage of Gro spent on education is reasonably similar so how is this higher and more consisten achieved?ent scores wasational Producthe two countries,taentaths教育類長那句串燒Traditional ways of teaching form the b

41、asis of the lesson and theremarkably quiet classes take their own notes of the pos made andthe ex textbookles demonstrated. Everyone has their own copy of thed by the central education authority, Monbusho, aspart of the concept of free compulsory education up toof 15.These textbooks are, on the whol

42、e, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher wasparticularly keen toroduce colour and pictureso mathssible to pupilstextbooks: he felt this would make them more acbrought up in a cartoon culture. ) Besides approving textbooks, Monbusho also deci

43、des the highly centralised national curriculum and how it is to be delivered.補(bǔ)充文章：ChildrearingChild-rearing was an evolving practicewithhe English upper class from thesixteenth through eighteenth centuries. A new adult view of children as mature, fragile and inherently good led tochangeshe nursing,

44、care, anddiscipline of English, aristocratic children.he 16th century, much in accordance with the Puritandoctrine, children were seen as naturally evil beings.Proper and pious parents were responsible for instillingvirtues and moralso theiranically pagan children.However, the Stuart-run religious b

45、efs of the 17thcentury and the Anglican Church brought about a newand differing view of children. Offspring were effectivelybl-slates and, left to their own devi, happy andbenevolent. The new society placed more blame onnurture, rathert nature, and these views led todrastic changes in how children w

46、ere reared.he 1500s and early 1600s, aristocratic mothers often hired, after giving birth, a wet nurse, a woman whose job it was to breast-feed the infant. Women craved separation from ungodly children, and felt the duty of breastfeeding was disgraceful. However, many mothers now saw the hiring of w

47、etnurses morally reprehensible.he late 17nd18th centuries, parents now craved a closenessand bond with their children, often enhanced by breastfeeding. Children and infants had garnered a better repuion, an parents now sought closeand loving reionships with them.Furthermore, scientific changes brought a new adult view of child-rearing. Doctors now sought to care for an infantwimore tender and loving touch, and sought less tocontr