[外语类试卷]雅思(阅读)模拟试卷74及答案与解析.doc
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1、雅思(阅读)模拟试卷 74及答案与解析 0 You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below. A Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect
2、 on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss. B A prelimina
3、ry study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organisation of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of
4、 children unable to comprehend the teachers voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and
5、 noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher. C Children with
6、 auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International
7、Institute of Noise Control Engineering (l-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms. D While the detrimental effects of noise in classroom situations
8、are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit
9、disorders (ADD/ADHD). E Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterised by interlinking problems with social imagination, social communication and social interaction. According to Janzen,
10、 this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum diso
11、rders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensor
12、y stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information. F The attention deficit disorders are indicative of neurological and gene
13、tic disorders and are characterised by difficulties with sustaining attention, effort and persistence, organisation skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attendin
14、g to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate. G Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of bac
15、kground noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in clas
16、sroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with invisible dis
17、abilities. Their needs are less likely to be met than those of children with known disabilities. H The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognises that people experiencing disability face sign
18、ificant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to services. Objective 3 of the New Zealand Disability Strategy is to Provide the Best Education for Disabled People by improving education so that all children, youth learners and adult
19、learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory f
20、unction disabilities. I A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchild
21、ren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate
22、 international standards to be promulgated in future. Questions 1-6 Reading Passage 1 has nine sections, A-l. Which section contains the following information? Write the correct letter, A-l, in boxes 1-6 on your answer sheet. 1 an account of a national policy initiative 2 a description of a global t
23、eam effort 3 a hypothesis as to one reason behind the growth in classroom noise 4 a demand for suitable worldwide regulations 5 a list of medical conditions which place some children more at risk from noise than others 6 the estimated proportion of children in New Zealand with auditory problems 6 An
24、swer the questions below. Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer. Write your answers in boxes 7-10 on your answer sheet. 7 For what period of time has hearing loss in schoolchildren been studied in New Zealand? 8 In addition to machinery noise, what other type
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