3.12期雅思阅读精读312团

1、乐精读312第四讲 教育类大总结斩单词第一段confrontv. (与with连用)使面对；使equivalent adj. (常与to连用)相同的；同等的lossn. 损失；丧失；tropicalduration graphicadj. 热带的n. 持续时间；期间adj. 图解的；图形的，生动的vividadj. 鲜明的；生动的illustrationcoveragen. 例子；图表；插图n.报导(范围)；报导斩单词第一段readilyadv. 无地；容易地endangerv. 危及；危害relatevt. & vi. (与to连用)认同；欣赏；领略independent of不依赖；独立于

2、tuitionestimaten. 指导；教导n. 估计；推测mistakenadj. 错误的；误解的斩单词第二段harbour v. 持有或之处；避难所component adj.(某种特殊的或感情)n. 海港；藏身的；作为一个组成部分的erroneousadj. 错误的；由错误得出的misconceptionn. 误解；错误想法robustpure acadj. 强壮的；健壮的；adj. 理论的；免除经验要素的sibleadj. (与to搭配)易受影响的斩单词第二段isolated developadj.的；孤立的v. 逐渐形成；逐渐拥有；获得multifaceted adj. 多方面的；

3、absorbv. 吸收；吸纳conceptual re-expressanizedadj. 概念的；概念上的v. 重申adj. 有条理的；有组织的refinev. 使完善；使高雅；提炼斩单词第二段curriculumn. 课程modification n. 更正；修改；修正incorporated adj.一体的；的peern. 同辈；同等的人；同学frameworkn. 框架；基本结构斩单词第三段extensive available coveragestrategyadj. 广泛的；大量的adj. 可用的；可获得的n.；量n. 策略；对策destructionn. 破坏；消灭displac

4、ev. 替换；取代斩单词第四段survey dv.；勘查adj. 潮湿的questionnaire n.表；问题单geographical adj. 地理的；地理学的open-formlocationadj. 开放式的n. 地点；地方descriptionn. 描述equatorn. 赤道self-evidentadj. 不言而喻的；不言自明的斩单词第五段dominant habiadj. 主要的；占优势的n. 栖息地；raisev. 提出indigenousadj. 本土的；当地的斩单词第六段observation sympathetic consistentn.；评论；观点adj. 同情的

5、；怜悯的adj. 与一致的；和谐的rinsicadj. 本质的；内在的conservation n. 保护；保存non-humanadj.类的；不属于人类的斩单词第七段encouragingly adv. 令人鼓舞地refer toidentifyv. 谈到；提到；打听；查阅v. 确定；认为specificallyalizeadv. 明确地；清晰地v. 使个人化loggingn. 伐木业斩单词第八段acid rain酸雨atmosphericproportionadj. 大气的n. 比例oxygenn. 氧气embracev. 包含；包括patible adj. 不和谐的；无法共存的斩单词第九

6、段survivev. 生存；活着considering conj.鉴于；考虑到；顾及contribute to v. 导致；引起第十段predominate vi. 占优势；占绝大多数climaticadj. 气候上的；与气候有关的ecosystemn. 生态系统；生态环境斩单词第十一段voteerv. 自动说出acquirev. 获得；得到apprevalueappretev. 鉴别；觉察；v. 尊重；重视tion n. 鉴别；估价；评价evaluatecomplexityv. 对评价；对鉴定n. 复杂性；复杂度斩单词第十一段ing indicationadj. 不一致的；n. 表示；迹象的

7、；的arenarangen. 活动场所；舞台n. 范围；广泛essentialadj. 必不可少的；绝对必要的encouragementn. 鼓励；起鼓励作用deci-maker n. 决策人文章内容第一段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文章内容第二段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.文章内容第三段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文章内容第四段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.文章内容第五段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.文章内容第六段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文章内容第七段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.文章内容第八段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.文章内容第九段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.文章内容第十段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文章内容第十一段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.文章题型单选（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长难句翻译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 有关

33、；关于；涉及长难句翻译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是语，用来修饰conceptual framework,在翻译句子的过程中要注意由两个逗号或双破折号隔开的部分。making

34、 it是现在分词做结果状语，在其中又引导的非限制性定语从句，了由which长难句翻译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、不定式做表语教育类长那句串烧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教育类长那句串烧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.教育类长那句串烧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.教育类长那句串烧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教育类长那句串烧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.补充文章：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