剑桥雅思原版真题4

Test1LISTENINGSECTION1Questions1-10Questions1-4Completethenotesbelow.WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.NOTESONSOCIALPROGRAMMEExampleAnswerNumberoftripspermonth:5Visitplaceswhichhave:●historicalinterest●good1……………………●2……………………Cost:between￡5.00and￡15.00perpersonNote:specialtripsorganisedforgroupsof3………peopleTime:departure-8.30a.m.return-6.00p.m.Toreserveaseat:signnameonthe4………3daysinadvanceQuestions5-10Completethetablebelow.WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.WEEKENDTRIPSPlaceDateNumberofseatsOptionalextraStIves5………………16HepworthMuseumLondon16thFebruary456………………7…………3rdMarch18S.S.GreatBritainSalisbury18thMarch50StonehengeBath23rdMarch168………………Forfurtherinformation:Readthe9………………orseeSocialAssistant：Jane10………………SECTION2Questions11-20Questions11-13Completethesentencesbelow.WriteNOMORETHANTHREEWORDSAND/ORANUMBERforeachanswer.RIVERSIDEINDUSTRIALVILLAGE11RiversideVillagewasagoodplacetostartanindustrybecauseithadwater,rawmaterialsandfuelssuchas………………and……………….12ThemetalindustrywasestablishedatRiversideVillageby………………wholivedinthearea.13Therewereover………………water-poweredmillsintheareaintheeighteenthcentury.Questions14-20Labeltheplanbelow.WriteNOMORETHANTWOWORDSforeachanswer.SECTION3Questions21-30Questions21and22Choosethecorrectletter,A,BorC.ExampleMelaniecouldnotborrowanybooksfromthelibrarybecauseAthelibrarianwasout.Bshedidn’thavetimetolook.Cthebookshadalreadybeenborrowed.21MelaniesaysshehasnotstartedtheassignmentbecauseAshewasdoingworkforanothercourse.Bitwasareallybigassignment.Cshehasn’tspenttimeinthelibrary.22ThelecturersaysthatreasonableexcusesforextensionsareAplanningproblems.Bproblemswithassignmentdeadlines.Cpersonalillnessoraccident.Questions23-27WhatrecommendationsdoesDrJohnsonmakeaboutthejournalarticles?ChooseyouranswersfromtheboxandwritethelettersA-Gnexttoquestions23-27.AmustreadBusefulClimitedvalueDreadfirstsectionEreadresearchmethodsFreadconclusionGdon’treadExampleAnswerAndersonandHawker:AJackson:23………………Roberts:24………………Morris:25………………Cooper:26………………Forster:27………………Questions28-30Labelthechartbelow.ChooseyouranswersfromtheboxbelowandwritethelettersA-Hnexttoquestions28-30.PopulationstudiesReasonsforchangingaccommodationPossiblereasonsAuncooperativelandlordBenvironmentCspaceDnoisyneighboursEnearcityFworklocationGtransportHrentSECTION4Questions31-40Completethenotesbelow.WriteNOMORETHANTWOWORDSforeachanswer.THEURBANLANDSCAPETwoareasoffocus:●theeffectofvegetationontheurbanclimate●waysofplanningour31………………betterLarge-scaleimpactoftrees:●theycanmakecitiesmoreorless32………………●insummertheycanmakecitiescooler●theycanmakeinlandcitiesmore33………………Localimpactoftrees:●theycanmakelocalareas-more34………………-cooler-morehumid-lesswindy-less35………………ComparingtreesandbuildingsTemperatureregulation:●treesevaporatewaterthroughtheir36………………●buildingsurfacesmayreachhightemperaturesWindforce:●tallbuildingscausemorewindat37………………level●trees38………………thewindforceNoise:●treeshaveasmalleffectontrafficnoise●39………………frequencynoisepassesthroughtreesImportantpointstoconsider:●treesrequirealotofsunlight,waterand40………………togrowREADINGREADINGPASSAGE1Youshouldspendabout20minutesonQuestions1-14whicharebasedonReadingPassage1below.Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes-aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests-whatandwheretheyare,whytheyareimportant,whatendangersthem-independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.Thestudysurveyschildren’sscientificknowledgeandattitudestorainforests.Secondaryschoolchildrenwereaskedtocompleteaquestionnairecontainingfiveopen-formquestions.Themostfrequentresponsestothefirstquestionweredescriptionswhichareself-evidentfromtheterm‘rainforest’.Somechildrendescribedthemasdamp,wetorhot.Thesecondquestionconcernedthegeographicallocationofrainforests.Thecommonestresponseswere