[外语类试卷]雅思（阅读）模拟试卷39及答案与解析.doc

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1、雅思（阅读）模拟试卷 39及答案与解析 一、 Reading Module (60 minutes) 0 The way in which information is taught can vary gritty across cultures and time-periods. Entering a British primary school classroom from the early 1900s, for example, one gains a sense of austerity, discipline and a rigid way of teaching. Desks a

2、re typically seated apart from one another, with straight-backed wooden chairs that face directly to the teacher and the chalkboard. In the present day, British classrooms look very different. Desks are often grouped together so that students face each other rather than the teacher, and a large floo

3、r area is typically set aside for the class to come together for group discussion and (earning. Traditionally, it was felt that teachers should be in firm control of the earning process, and that the teachers task was to prepare and present material for students to understand. Within this approach,

4、the relationship students have with their teachers is not considered important, nor is the relationship students have with each other in the classroom. A students participation in class is likely to be minimal, aside from asking questions directed at the teacher, or responding to questions that the

5、teacher has directed at the student. This style encourages students to develop respect for positions of power as a source of control and discipline. It is frequently described as the “formal authority“ model of teaching. A less rigid form of teacher-cent red education is the “demonstrator“ model. Th

6、is maintains the formal authority models notion of the teacher as a “flashlight“ who illuminates the material for his or her class to learn, but emphasiss a more individualized approach to form. The demonstrator acts as both a role model and a guide, demonstrating skills and processes and then helpi

7、ng students develop and apply these independently. Instructors who are drawn to the demonstrator style are generally confident that their own way of performing a task represents a good base model, but they are sensitive to differing earning styles and expect to provide students with help on an indiv

8、idual basis. Many education researchers argue for student-centered (earning instead, and suggest that the (earning process is more successful when students are in control Within the student-centered paradigm, the “elevator“ style is popular. The detonator teacher maintains general authority, but the

9、y delegate much of the responsibility for (earning to the class as a way for students to become independent thinkers who take pride in their own work. Students are often encouraged to work on their own or in groups, and if the elevator style is implemented successfully they will build not only a wor

10、king knotweeds of course specific topics, but also self-discipline and the ability to co-ordinate group work and interpersonal roles. Another style that emphasiss student-cantered education is the “facilitator“ mode of learnin8. Here, while a set of specific curriculum demands are already in place,

11、students are encouraged to take the initiative for creating ways to meet these learning requirements together. The teacher typically designs activities that encourage active learning, group collaboration and problem solving, and students are encouraged to process and apply the course content in crea

12、tive and original ways. Whereas the elevator style emphasiss content, and the responsibility students can have for generating and directing their own knowledge base, the facilitator style emphasiss form, and the fluid and diverse possibilities that are available in the process of learning. Until the

13、 1960s, formal authority was common in almost all Western schools and universities. As a professor would enter a university lecture theatre, a student would be expected to rush up, take his bag to the desk, and pull out the chair for the professor to sit down on. This style has become outmoded over

14、time. Now at university, students and professors typically have more relaxed, collegiate relationships, address each other on a first name basis, and acknowledge that students have much to contribute in class. Teacher-cantered education has a lingering appeal in the form of the demonstrator style, h

15、owever, which remains useful in subjects where skills must be demonstrated to an external standard and the learning process remains fixed in the earlier years of education. A student of mathematics, sewing or metalwork will likely be familiar with the demonstrator style. At the highest levels of edu

16、cation, however, the demonstrator approach must be abandoned in all fields as students are required to produce innovative work that makes unique contributions to knowledge. Thesis and doctoral students Lead their own research in facilitation with supervisors. The elevator style is valuable when the

17、course is likely to lead students to careers that require group projects. Often, someone who has a high level of expertise in a particular field does not make for the best employee because they have not learnt to apply their abilities in a co-coordinated manner. The elevator style confronts this pro

18、blem by recognizing that interpersonal communication is not just a means to learning but an important skill set in itself. The facilitator model is probably the most creative model, and is therefore not suited to subjects where the practical component necessitates a careful and highly disciplined ma

19、nner, such as training to be a medical practitioner. It may, however, suit more experimental and theoretical fields ranging from English, music and the social sciences, to science and medical research that takes place in research Labs. In these areas, “mistakes“ in form are important and valuable as

20、pects of the learning and development process. Overall, a clear evolution has taken place in the West from a rigid, dogmatic and teacher dominated way of learning, to a flexible, creative and student-centered approach. Nevertheless, different subjects, ages and skill levels suit different styles of

21、teaching, and it is unlikely that there will ever be one recommended approach for everyone. Questions 1-8 Look at the following statements (Questions 1-8 ) and the styles of teaching below. Match each statement with the correct teaching style, A-D. Write the correct letter, A-D, in boxes 1-8 on your

22、 answer sheet. NB You may use any letter more than once. List of Teaching Styles A Formal authority B Demonstrator C Elevator D Facilitator 1 The emphasis is on students directing the learning process. 2 The teacher shows the class how to do something, then students try it on their own. 3 Student-te

23、acher interaction and student-student interaction is limited. 4 The emphasis is on the process of solving problems together. 5 Students are expected to adjust to the teachers way of presenting information. 6 The teacher designs group activities that encourage constructive interaction. 7 Time is set

24、aside for one-on-one instruction between teacher and student. 8 Group and individual work is encouraged independently of the teacher. 9 The formal authority model remains popular in educational institutions of the West. （ A）真 （ B）假 （ C） NOT GIVEN 10 The demonstrator model is never used at tertiary l

25、evel. （ A）真 （ B）假 （ C） NOT GIVEN 11 Graduates of elevator style teaching are good communicators. （ A）真 （ B）假 （ C） NOT GIVEN 12 The facilitator style is not appropriate in the field of medicine. （ A）真 （ B）假 （ C） NOT GIVEN 13 What is the best title for Reading Passage 1 ? （ A） Teaching styles and thei

26、r application （ B） Teaching: then and now （ C） When students become teachers （ D） Why student-centered learning is best 13 The Flavor Industry A Read through the nutritional information on the food in your freezer, refrigerator or kitchen pantry, and you are likely to find a simple, innocuous-lookin

27、g ingredient recurring on a number of products: “natural flavor“. The story of what natural flavor is, how it got into your food, and where it canto from, is the result of more complex processes than you might imagine. B During the 1980s, health watchdogs and nutritionists began turning their attent

28、ion to cholesterol, a waxy steroid metabolite that we mainly consume from animal-sourced products such as cheese, egg yolks, beef, poultry, shrimp and pork. Nutritionists blamed cholesterol for contributing to the growing rates of obesity, heart disease, diabetes and several cancers in Western socie

29、ties. As extensive recognition of the matter grew amongst the common people, McDonalds stopped cooking their French fries in a mixture of cottonseed oil and beef tallow, and in 1990 the restaurant chain began using 100% vegetable oil instead. C This substantially lowered the amount of cholesterol in

30、 McDonalds fries, but it created a new dilemma. The beef tallow and cottonseed oil mixture gave the French fries high cholesterol content, but it also gifted them with a rich aroma and “mouth-feel“ that even James Beard, an American food critic, admitted he enjoyed. Pure vegetable oil is bland in co

31、mparison. Looking at the current ingredients list of McDonalds French fries, however, it is easy to see how they overcame this predicament. Aside from a few preservatives, there are essentially three main ingredients: potato, soybean oil, and the mysterious component of “natural flavor“. D Natural f

32、lavor also entered our diet through the rise in processed foods, which now make up over 90% (and growing) of the American diet, as well as representing a burgeoning industry in developing countries such as China and India. Processed foods are essentially any foods that have been boxed, bagged, canne

33、d or packaged, and have a list of ingredients on the label. Sometimes, the processing involves adding a little sodium or sugar, and a few preservatives. Often, however, it is colored, bleached, stabilized, emulsified, dehydrated, odor-concealed and sweetened. This process typically saps any original

34、 flavor out of the product, and so, of course, flavor must be added back in as well. E Often this is “natural flavor“, but while the term may bring to mind images of fresh barley, hand-ground spices and dried herbs being traded in a bustling street market, most of these natural sources are in fact e

35、ngineered to culinary perfection in a set of factories and plants off the New Jersey Turnpike outside of New York. Here, firms such as International Flavors & Fragrances, Harman & Reimer, Flavor Dynamics, Fruition and Elam Chemical isolate and manufacture the tastes that are incorporated ha much of

36、what we eat and drink. The sweet, summery burst of naturally squeezed orange juice, the wood-smoked aroma ha barbeque sauces, and the creamy, buttery, fresh taste ha many dairy products do not come from sun drenched meadows or backyard grills, but are formed in the labs and test tubes of these flavo

37、r industry giants. F The scientists dubbed “favorites“ who create the potent chemicals that set our olfactory senses to overdrive use a mix of techniques that have been refined over many years. Part of it is dense, intricate chemistry: spectrometers, gas chromatographs and headspace-vapor analyzers

38、can break down components of a flavor in amounts as minute as one part per billion. Not to be outdone, however, the human nose can isolate aromas down to three parts per trillion. Favorites therefore consider their work as much an art as a science, and flavors requires a nose “trained“ with a delica

39、te and poetic sense of balance. G Should we be wary of the industrialization of natural flavor? On its own, the trend may not resent any clear reason for alarm. Nutritionists, widely agree that the real assault on health in the last few decades stems from an “unholy trinity of sugar, fat and sodium

40、in processed foods. Natural flavor on its own is not a health risk. It does play a role, however, in helping these processed foods to taste fresh and nutritious, even when they are not. So while the natural flavor industry should not be considered the culprit, we might think of it as a willing accom

41、plice. Questions 14-21 Reading Passage 2 has seven paragraphs, A-G. Which paragraph contains the following information? Write the correct letter, A-G, in boxes 14-21 on your answer sheet. NB You may use any letter more than once. 14 examples of companies that create natural flavors 15 an instance of

42、 a multi-national franchise responding to public pressure 16 a statement on the health effects of natural flavors 17 an instance where a solution turns into a problem 18 a place in the home where one may encounter the term “natural flavor“ 19 details about the transformation that takes place in proc

43、essed grocery items 20 a comparison of personal and technological abilities in flavor detection 21 examples of diet-related health conditions 22 On their own, vegetable oils do not have a strong flavor. （ A）真 （ B）假 （ C） NOT GIVEN 23 Soybean oil is lower in cholesterol than cottonseed oil. （ A）真 （ B）

44、假 （ C） NOT GIVEN 24 Processed foods are becoming more popular in some Asian countries. （ A）真 （ B）假 （ C） NOT GIVEN 25 All food processing involves the use of natural flavors. （ A）真 （ B）假 （ C） NOT GIVEN 26 The writer of Reading Passage 2 concludes that natural flavors （ A） are the major cause of dieta

45、ry health problems. （ B） are unhealthy, but not as bad as sugar, fat and sodium. （ C） have health benefits that other ingredients tend to cancel out. （ D） help make unhealthy foods taste better. 26 Austerity Measures Austerity measures are actions that a state undertakes in order to pay back its cre

46、ditors. These measures typically involve slashing government expenditure and hiking taxes, and most of the time these are imposed on a country when its national deficit is believed to have become unsustainable. In this situation, banks may lose trust in the governments ability or willingness to repa

47、y existing debts, and in return can refuse to roll over current loans and demand cripplingly excessive interest rates on new lending. Governments frequently then turn to the International Monetary Fund (IMF), an inter-governmental organization that functions as a lender of last resort. In return, th

48、e IMF typically demands austerity measures so that the indebted country is able to curtail its budget deficit and fulfill their loan obligations. A wave of austerity measures across Europe in 2010 has seen cuts and freezes to pensions, welfare and public sector salaries as well as hikes to some taxe

49、s and excises. The Greek programmed attempts to narrow its budget shortfall from 8.1 percent of GDP in 2010 to 2.6 percent of GDP in 2014 primarily by freezing public sector incomes during that period and reducing public sector allowances by 8 percent. Additionally, VAT-the Greek sales tax-will be elevated to 23 percent, and excises on fuel, tobacco and alcohol are also subject to an increase. The statutory retirement age for women will be raised to 65, matching it with the current retirement age for men. These reforms have b