2018年2月雅思阅读考情总结

A   Science plays an increasingly significant rile in people’s lives, making the faithful communication of scientific developments more important than ever. Yet such communication is fraught with challenges that can easily distort discussions, leading to unnecessary confusion and misunderstandings.

B   Some problems stem from the esoteric nature of current research and the associated difficulty of finding sufficiently faithful terminology(术语). Abstraction and complexity are not signs that a given scientific direction is wrong, as some commentators have suggested, but are instead a tribute to the success of human ingenuity in meeting the increasingly complex challenges that nature presents. They can, however, make communication more difficult. But many of biggest challenges for science reporting arise because in areas of evolving research, scientists themselves often only partly understand the full implications of any particular advance or development. Since that dynamic(动态的) applies to most of the scientific developments that directly affect people’s lives global warming, cancer research, diet studies-learning how to overcome it is critical to spurring(刺激，鼓励) a more informed scientific debate among the broader public.

C  Ambiguous word choices are the source of some misunderstandings. Scientists often employ colloquial terminology, which they then assign a specific meaning that is impossible to fathom(彻底理解) without proper training. The tern “relativity,” for example, is intrinsically misleading. Many interpret the theory to mean that everything is relative and there are no his coordinates and reference frame, the physical phenomena he measures have an invariant description that transcends that observer’s particular coordinates. Einstein’s theory of relativity is really about finding an invariant description of physical phenomena. True, Einstein agreed with the idea that his theory would have been better named “Invarianten theorie.” ([德]，不变理论) But the term “relativity” was already entrenched at the time for him to change.

D “The uncertainty principle” is another frequently abused term. It is sometimes interpreted as a limitation on observers and their ability to make measurement.

E   But it is not about intrinsic limitation on any one particular measurement; it is about the inability to precisely measure particular pairs of quantities simultaneously? The first interpretation is perhaps more engaging from a philosophical or political perspective. It’s just not what the science is about.

F   Even the word “theory” can be a problem. Unlike most people, who use the worse to describe a passing conjecture that they often regard as suspect, physicists have very specific ideas in mind when they talk about theories. For mind theories entail a definite physical framework embodied in a set of fundamental assumptions about the word that lead to a specific set of equations and predictions-one that are borne out by successful predictions. Theories aren’t necessarily shown to be correct or complete immediately. Even Einstein took the better part of a decade to develop the correct version of his theory of general relativity. But eventually both the ideas and the measurements settle down and theories are either proven correct, abandoned or absorbed into other, more encompassing theories.

G “Global warming” is another example of problematic terminology. Climatologists predict more drastic fluctuation in temperature and rainfall – not necessarily that every place will be warmer. The name sometimes subverts the debate, since it lets people argue that their winter was worse, so how could there be global warming? Clearly “global climate change” would have been a better name. but not all problems stem solely from poor word choices. Some stem from the intrinsically complex nature of much of modern science. Science sometimes transcends this limitation: remarkably. Chemists were able to detail the precise chemical processes involved in the destruction of the ozone layer, making the evidence that chlorofluorocarbon gases (Freon, for example) were destroying the ozone layer indisputable.

H   A better understanding of the mathematical significance of results and less insistence on a simple story would help to clarify many scientific discussions. For several months, Harvard was tortured months, Harvard was torture by empty debates over the relative intrinsic scientific abilities of men and women. One of the more amusing aspects of the discussion was that those who believed in the differences and those who didn’t used the same evidence about gender-specific special ability. How could that be? The answer is that the data shows no substantial effects. Social factors might account for these tiny differences, which in any case have an unclear connection to scientific ability. Not much of a headline when phrased that way, is it? Each type of science has its own source of complexity and potential for miscommunication. Yet there are steps we can take to improve public   understanding in all cases. The first would be to inculcate greater understanding and acceptance of indirect scientific evidence. The information from an unmanned space mission is no less legitimate than the information from one in which people are on board.

I   This doesn’t mean never questioning an interpretation, but it also doesn’t mean equating indirect evidence with blind belief, as people sometimes suggest. Second, we might need different standards for evaluating science with urgent policy implications than research with purely theoretical value. When scientists say they are not certain about their predictions, it doesn’t necessarily mean they’ve found nothing substantial. It would be better if scientists were more open about the mathematical significance of their results and if the public didn’t treat math as quite so scary; statistics and errors, which tell us the uncertainty in a measurement, give us the tools to evaluate new developments fairy.

J   But most important, people have to recognize that science can be complex. If we accept only simple stories, the description will necessarily be distorted. When advances are subtle or complicated, scientists should be willing to go the extra distance to give proper explanations and the public should be more patient about the truth. Even so, some difficulties are unavoidable. Most developments reflect work in progress, so the story is complex because no one yet knows the big picture.

Questions 27-31

Choose the correct letter, A, B, C or D.

Write your answers in boxes 27-31 on your answer sheet.

27、Why the faithful science communication important?

A   Science plays an increasingly significant role in people’s lives.

B   Science is fraught with challenges public are interested in.

C   The nature of complexity in science communication leads to confusion.

D   Scientific inventions are more important than ever before.

28、What is the reason that the author believe for the biggest challenges for science reporting

A   phenomenon such as global warning, cancer research, diet studies are too complex

B   Scientists themselves often only partly understand the Theory of Evolution

C   Scientists do not totally comprehend the meaning of certain scientific evolution

D   Scientists themselves often partly understand the esoteric communication nature

29、According to the 3^rd paragraph, the reference to the term and example of “theory of relativity” is to demonstrate

A   theory of relativity is about an invariant physical phenomenon

B   common people may be misled by the inaccurate choice of scientific phrase

C   the term “relativity,” is designed to be misleading public

D   everything is relative and there is no absolutes existence

30、Which one is a good example of appropriate word chdice:

A   Scientific theory for uncertainty principle

B   phenomenon of Global warming

C   the importance of ozone layer

D   Freon’s destructive process on environmental

31、What is surprising finding of the Harvard debates in the passage?

A   There are equal intrinsic scientific abilities of men and women.

B   The proof applied by both sides seemed to be of no big difference

C   The scientific data usually shows no substantial figures to support a debated idea.

D   Social factors might have a clear connection to scientific ability.

Questions 32-35

Do the following statements agree with the information given in Reading Passage 1?

In boxes 32-35 on your answer sheet, write

TRUE                                       if the statement is true

FALSE                                     if the statement is false

NOT GIVEN                             if the statement is not given in the passage

32、“Global warming” scientifically refers to greater fluctuations in temperature and rainfall rather than a universal temperature rise.

33、More media coverage of “global warming” would help public to recognize the phenomenon.

34、Harvard debates should focus more on female scientist and male scientists

35、Public understanding and acceptance of indirect scientific evidence in all cases would lead to confusion

  Questions 36-40

Science Communication is fraught with challenges that can easily distort discussions, leading to unnecessary confusion and misunderstandings. Firstly, Ambiguous 36__________are the source of some misunderstandings. Common people without proper training do not understand clearly or deeply a specific scientific meaning via the 37__________ scientists often employed. Besides, the measurements any 38__________ makes can not be confined to describe in a(n) constant 39___________ yet the phenomenon can be. What’s more, even the word “theory” can be a problem. Theories aren’t necessarily shown to be correct or complete immediately since scientists often evolved better versions of specific theories, a good example can be the theory of 40__________. Thus, most importantly people have to recognize that science can be complex.  

Complete the following summary of the paragraphs of Reading Passage, using no more than two words from the Reading Passage for each answer. Write your answers in boxes 36-40 on your answer sheet. 

2月3日P1参考文章

Food Production
 

Evolutionist Charles Darwin firstmarvelled at flesh-eating plants in the mid-19th century. Today, biologists,using 21st-century tools to study cells and DNA, are beginning to understandhow these plants hunt, eat and digest - and how such bizarre adaptations arosein the first place.

A. The leaves of the Venus flytrap plantare covered in hairs. When an insect brushes against them, this triggers a tinyelectric charge, which travels down tunnels in the leaf and opens up pores inthe leaf’s cell membranes. Water surges from the cells on the inside of theleaf to those on the outside, causing the leaf to rapidly flip in shape fromconvex to concave, like a soft contact lens. As the leaves flip, they snap together,trapping the insect in their sharp-toothed jaws.

B. The bladderwort has an equallysophisticated way of setting its underwater trap.

It pumps water out of tiny bag-likebladders, making a vacuum inside. When small creatures swim past, they bend thehairs on the bladder, causing a flap to open. The low pressure sucks water in,carrying the animal along with it. In one five-hundredth of a second, the doorswings shut again. The Drosera sundew, meanwhile, has a thick, sweet liquidoozing from its leaves, which first attracts insects, then holds them fastbefore the leaves snap shut. Pitcher plants use yet another strategy, growinglong tube-shaped leaves to imprison their prey. Raffles' pitcher plant, fromthe jungles of Borneo, produces nectar that both lures insects and forms aslick surface on which they can't get a grip. Insects that land on the rim ofthe pitcher slide on the liquid and tumble in.

C. Many carnivorous plants secreteenzymes to penetrate the hard exoskeleton of insects so they can absorbnutrients from inside their prey. But the purple pitcher plant, which lives inbogs and infertile sandy soils in North America, enlists other organisms toprocess its food. It is home to an intricate food web of mosquito larvae,midges and bacteria, many of which can survive only in this unique habitat.These animals shred the prey that fall into the pitcher, and the smallerorganisms feed on the debris. Finally, the plant absorbs the nutrientsreleased.

D. While such plants clearly thrive onbeing carnivorous, the benefits of eating flesh are not the ones you mightexpect. Carnivorous animals such as ourselves use the carbon in protein and thefat in meat to build muscles and store energy. Carnivorous plants instead drawnitrogen, phosphorus, and other critical nutrients from their prey in order tobuild light-harvesting enzymes. Eating animals, in other words, letscarnivorous plants do what all plants do: carry out photosynthesis, that is,grow by harnessing energy directly from the sun.

E. Carnivorous plants are, in fact, veryinefficient at converting sunlight into tissue. This is because of all theenergy they expend to make the equipment to catch animals - the enzymes, thepumps, and so on. A pitcher or a flytrap cannot carry out much photosynthesisbecause, unlike plants with ordinary leaves, they do not have flat solar panelsthat can grab lots of sunlight. There are, however, some special conditions inwhich the benefits of being carnivorous do outweigh the costs. The poor soil ofbogs, for example, offers little nitrogen and phosphorus, so carnivorous plantsenjoy an advantage over plants that obtain these nutrients by more conventionalmeans. Bogs are also flooded with sunshine, so even an inefficient carnivorousplant can photosynthesise enough light to survive.

F. Evolution has repeatedly made thistrade-off. By comparing the DNA of carnivorous plants with other species,scientists have found that they evolved independently on at least six separateoccasions. Some carnivorous plants that look nearly identical turn out to beonly distantly related. The two kinds of pitcher plants - the tropical genusNepenthes and the North American Sarracenia - have, surprisingly, evolved fromdifferent ancestors, although both grow deep pitcher- shaped leaves and employthe same strategy for capturing prey.

G. In several cases, scientists can seehow complex carnivorous plants evolved from simpler ones. Venus flytraps, forexample, share an ancestor with Portuguese sundews, which only catch preypassively, via 'flypaper' glands on their stems. They share a more recentancestor with Drosera sundews, which can also curl their leaves over theirprey. Venus flytraps appear to have evolved an even more elaborate version ofthis kind of trap, complete with jaw-like leaves.

 2月24日P3原文回顾

The significant role of mother tongue in education

One consequence of population mobility is  an increasing diversity within schools .Toillustrate, in the city of Tbronto in Canada,58% of kindergarten pupils comefrom homes where English is not the usual language of communication .schools inEurope and North America have experienced this diversity for years ,andeducational policies and practices vary widely between countries and evenwithin countries .some political parties and groups search for ways to solvethe problem of diverse communities and their integration in schools and society.however ,they see few positive consequences for the host society and worrythat this diversity threatens the identity of the host society .consequently,they promote unfortunate educational policies that will make the “problem ”disappear. if students retain their culture and language ,they are viewd as less capableof identifying with the mainstream culture and learning the mainstream languageof the society .

    The challenge for educators and policy-makers is toshape the evolution of national identity in such a way that the rights of allcitizens (including school children ) are respected ,and the cultural,linguistic, and economic resources of the nation are maximized . to waste heresources of the nation by discouraging children from developing their mothertongues is quite simply unintelligent from the point of view of nationalself-interest. A first step in providing an appropriate education for culturaland linguistically diverse children is to examine what the existing researchsays about the role of children’s mother tongue is their educationaldevelopment .

    In fact ,thereach is very clear .when children continue to develop their abilities in twoor more languages throughout their primary school ,they gain a deeperunderstanding of language and how to use it effectively .they have morepractice in processing language ,especially when they develop literacy in both.more than 150 research studies conducted during the past 35 years stronglysupport what Goethe ,the famous eighteenth-century German philosophy ,once said:the person who knows only one language does not truly know that language.Research suggests that bilingual children may also develop more flexibility intheir thinking as a result of processing information through two differentlanguages .

    The level of development of children’s mother tongue isa strong predictor of their second language development. Children who come toschool with a solid foundation in their mother tongue develop stronger literacyabilities in the school  language .  when parents and other caregivers (e.g.grand- parents ) are able to spend time with their children and tell stories ordiscuss issues with them in a way that develop their mother tongue ,childrencome to school well-prepared to learn the school language and succeeded ineducationally. Children’s knowledge and skills transfer across languages fromthe mother tongue to the school language .Transfer across languages can be twoway : both languages nurture each other when the educational environmentpermits children access to both languages .

   Some educatorsand parents are suspicious of mother tongue-based teaching programs becausethey worry that they take time away from the majority language. For example ,ina bilingual program where 50% of the time is spent through children’s homelanguage and 50% through the majority language , surly children won’t progressas far in the latter ? One of the most strongly established findings ofeducational research ,however ,is that well-implemented bilingual programs canpromote literacy and subject-matter knowledge in a majority language .WithinEurope ,the Foyer program in Belgium ,which develops children ‘s speaking andliteracy abilities in three languages (their mother tongue ,Dutch and French ),most clearly illustrates the benefits of bilingual and trilingual education(see  Cummins ,2000).

    It’s easy to understand how this happens .When childrenare learning through a minority language ,they are learning concepts andintellectual skills too .Pupils who know how to tell the time in their mothertongue understand the concept of telling time .In order to tell time in themajority language ,they do not need to re-learn the concept .Similarly ,at moreadvanced stages ,there is a transfer across languages in other skills such asknowing how to distinguish the main idea from the supporting details of awritten passage or a story ,and distinguishing fact from opinion .Studies ofsecondary school pupils are providing interesting findings in this area ,and itwould be worth extending this research .

    Many people marvel at how quickly bilingual childrenseem to “pick up ”conversation skills in the majority language at school (alsoit takes much longer for them to catch up with native speakers in academiclanguage skills ).However, educators are often much less aware of how quicklychildren can loss their ability to use their mother tongue ,even in the homecontext .The extent and rapidity of language loss will vary according to theconcentration of families from a particular linguistic group in theirneighborhood. Where the mother tongue idea used extensively in the communitiesare not concentrated in particular neighborhoods , children can lose theirability to communicate in their mother tongue within 2-3 years of startingschool .They may retain receptive skills in the language but they will use themajority language in speaking with their peers and siblings and in respondingto their parents .By the time children become adolescents ,the linguisticdivision between parents and children has become an emotional chasm .Pupilsfrequently become alienated from the cultures of both home and school withpredictable results .  

Questions27-30、

Choosethe correct letter, A, B, C or D.

Writethe correct letter in boxes 27-30 on your answer sheet.

27.     Whatpoint did the writer make in the second paragraph?

A Some present studies on children^ mothertongues are misleading.

B A culturally rich education programme benefits some children morethan others.

C Bilingual children can make a valuablecontribution to the wealth of a country.

D The law on mother tongue use at school should be strengthened.

28.     Whydoes the writer refer to something that Goethe said?

A to lend weight to his argument

B to contradict some research

C to introduce a new concept

D to update current thinking

29. Thewriter believes that when young children have a firm grasp of their mothertongue

A they can teach older family members whatthey learnt at school.

B they go on to do much better throughout their time at school.

C they can read stories about their culturalbackground.

D they develop stronger relationships with their family than with theirpeers.

30. Why aresome people suspicious about mother tongue-based teaching programmes?

A They worry that children will be slow to learn to read in eitherlanguage.

B They think that children will confuse words in the two languages.

C They believe that the programmes will make children less interestedin their lessons.

D They fear that the programmes will use up valuable time in the schoolday

Questions31-35

Complete thesummary using the list of words, A~J, below.

Write thecorrect letter, A-J, in boxes 31-35 on your answer sheet.

BilingualChildren
 

It wasoften recorded that bilingual children acquire the 31to converse in themajority language remarkable quickly. The fact that the mother tongue candisappear at a similar 32is less well understood. This phenomenon depends, to acertain extent, on the proposition of people with the same linguisticbackground that have settled in a particular 33. If this is limited, childrenare likely to lose the active use of their mother tongue. And thus no longeremploy it even with 34, although they may still understand it. It follows thatteenager children in these circumstances experience a sense of 35in relation toall aspects of their lives.
 

Questions 36-40

Do thefollowing statements agree with the views of the writer in Reading passage 3?

In boxes 36-40 on your answer sheet,write
 

YES                      ifthe statement agrees with the views of the writer

NO                       ifthe statement contradicts the views of the writer

NOT GIVEN if itis impossible to say what the writer thinks about this

36.    Less than half of the children who attend kindergarten in Toronto have English as their mother tongue.

37.    Research proves that learning the host country language at school can have an adverse effect on a child’s mother tongue.

38.   The Foyer program is accepted by the French education system.

39.    Bilingual children are taught to tell the time earlier than monolingual children.

40.    Bilingual children can apply reading comprehension strategies acquired in one language when reading in the other.

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