(128页Word版)剑桥雅思真题4

ExampleNumberoftripspermonthAnswer5Test1LISTENINGSECTION1Questions1-10Questions1-4Completethenotesbelow.WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.Visitplaceswhichhave:·Historicalinterest·good1·2NOTESONSOCIALPROGERAMMECost:Note:Time:Toreserveaseat:between￡5.00and￡15.00perpersonspecialtripsorganizedforgroupsof3peopledeparture–8.30a.m.return–6.00p.m.singmaneonthe43daysinadvanceQuestions5-10Completethetableblew.WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.WEEKENDTRIPSPlaceDateNumberofseatsOptionalextraStIves516HepworthMuseumLondon16thFebruary45673rdMarch18S.S.GreatBritainSalisbury18thMarch50StonehengeBath23rdMarch168Forfurtherinformation:Readthe9orseeSocialAssistant:Jane10SECTION2Questions11-20Questions11-13Completethesentencebelow.WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.RIVERSIDEINDUSTRIALVILLAGE11RiversideVillagewasagoodplacetostartanindustrybecauseithadwater,rawmaterialsandfuelssuchasand..12ThemetalindustrywasestablishedatRiversideVillagebywholivedinthearea.13Therewereovereighteenthcentury.water-poweredmillsintheareaintheQuestions14-20Labeltheplanbelow.WriteNOMORETHANTHREEWORDSforeachanswer.TheEngineRoomTheGrindingShopThe18RiverThe19YardThe20fortheworkersCarParkThe1614RoadThe17TheStablesTheWorksOfficeThe15ToiletsEntranceSECTION3Questions21-30Questions21and22Choosethecorrectletter,A,BorC.21MelaniesaysshehasnotstartedtheassignmentbecauseAshewasdoingworkforanothercourse.Bitwassreallybigassignment.Cshehasn’tspenttimeinthelibrary.22ThelecturesaysthatreasonableexcusesforextensionsareAplanningproblems.Bproblemswithassignment.Cpersonalillnessoraccident.Questions23-27WhatrecommendationdoesDrJohnsonmakeaboutthejournalarticles?ChooseyouranswersfortheboxandwritethelettersA-Gnexttoquestions23-27.ExampleMelaniecouldnotborrowanybooksfromthelibrarybecauseAthelibrarywasout.Bshedidn’thavetimetolook.Cthebookshadalreadybeenborrowed.Jackson:23Roberts:24Morris:25Cooper:26Forster:27Questions28-30Labelthechartbelow.ChooseyouranswerfromtheboxbelowandwritethelettersA-Hnexttoquestions28-30.ExampleAndersonandHawkerAnswerAAmustreadBusefulClimitedvalueDreadfirstsectionEreadresearchmethodsFreadconclusionGdon’treadPopulationstudiesReasonsforchangingaccommodation10090C807060504030302829EG20100123456PossiblereasonsAuncooperativelandlordBenvironmentCspaceDnoisyneighborsEnearcityFworklocationGtransportHrentSECTION4Question31-40CompletethenotesbelowWriteNOMORETHSNTWOWORDSforeachanswer.THEURBANLANDSCAPETwoareasoffocus:·theeffectofvegetationontheurbanclimate·waysofplanningour31betterLarge-scaleimpactoftrees:·theycanmakecitiesmoreorless32·insummertheycanmakecitiescooler·theycanmakeinlandcitiesmore33Localimpactoftrees:·theycanmakelocalareas--more43--cooler--morehumid--lesswindy--less35ComparingtreesandbuildingsTemperatureregulation:·tressevaporatewaterthroughtheir36·buildingsurfacesmayreachhightemperatureswindforce:·tallbuildingscausemorewindat37level·these38thewindforceNoise:·treeshaveasmalleffectontrafficnoise·39frequencynoisepassesthroughtreesImportantpointstoconsider:·treesrequirealotofsunlight,waterand40togrowREADINGPASSAGE1READINGYoushouldspendabout20minutesonQuestions1-14whicharebasedonReadingPassage1below.Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingratoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes–aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests–whatandwheretheyare,whytheyareimportant,whatendangersthem–independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.Manystudieshaveshownthatchildrenharbormisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganized,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea,theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogramsinenvironmentalstudiesintheirschools.Thestudysurveyschildren’sscientificknowledgeandattitudestorainforests.Secondaryschoolchildrenwereaskedtocompleteaquestionnairecontainingfiveopen-formquestions.Themostfrequentresponsestothefirstquestionweredescriptionswhichareself-evidentfromtheterm‘rainforest’.Somechildrendescribedthemasdamp,wetorhot.Thesecondquestionconcernedthegeographicallocationofrainforests.Thecommonestresponseswerecontinentsorcountr