劍橋雅思真題9閱讀Test2Passage1答案解析

劍橋雅思真題9閱讀Test2Passage1答案解析

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 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 preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher's 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 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 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 Institute of Noise Control Engineering (I-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 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 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 characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, 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 disorders 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-sensory 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 genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending 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 background 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 classroom 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' disabilities. 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 recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to service. 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 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 function 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 schoolchildren 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 international standards to be promulgated in future.

Questions 1-6

Reading Passage 1 has nine sections, A-I.

Which section contains the following information?

Write the correct letter, A-I, in boxes 1-6 on your answer sheet.

1 an account of a national policy initiative [ ]

2 a description of a global team 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 [ ]

Questions 7-10

Answer 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 of noise can upset children with autism? [ ]

9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed? [ ]

10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity? [ ]

Questions 11 and 12

Choose TWO letters, A-F.

Write the correct letters in boxes 11 and 12 on your answer sheet.

The list below includes factors contributing to classroom noise. Which TWO are mentioned by the writer of the passage?

A.current teaching methods

B.echoing corridors

C.cooling systems

D.large class sizes

E.loud-voiced teachers

F.playground games

13. What is the writer's overall purpose in writing this article?

A.to compare different methods of dealing with auditory problems

B.to provide solutions for overly noisy learning environments

C.to increase awareness of the situation of children with auditory problems

D.to promote New Zealand as a model for other countries to follow

02

參考譯文

幫助新西蘭聽覺障礙兒童

A兒童的聽覺障礙或其他聽覺功能的缺陷會(huì)對(duì)他們的言語(yǔ)與交流能力的發(fā)展產(chǎn)生重大的影響，導(dǎo)致他們?cè)趯W(xué)校的學(xué)習(xí)能力也受到不利影響。這對(duì)個(gè)人甚至全體人民來(lái)講都很可能會(huì)產(chǎn)生重大后果。新西蘭衛(wèi)生部從一項(xiàng)進(jìn)行了20多年的研究中發(fā)現(xiàn)該國(guó)有6%到10%的孩子有聽覺障礙。

B新西蘭的一項(xiàng)初步研究顯示，教室噪音是老師和學(xué)生關(guān)注的一大問(wèn)題?，F(xiàn)代教學(xué)實(shí)踐活動(dòng)、教室中課桌的布局、糟糕的音響效果以及空調(diào)通風(fēng)口產(chǎn)生的噪音，都使許多孩子無(wú)法聽清老師所講的內(nèi)容。教育研究者Nelson與Soli也表明，現(xiàn)代學(xué)習(xí)方式中多種思想與方法協(xié)作交互獲取信息與個(gè)人獲取信息同等重要。而這一切都意味著活動(dòng)量與噪音級(jí)別的增加，這對(duì)患有聽覺功能障礙的孩子產(chǎn)生的潛在影響尤為嚴(yán)重。教室噪音只會(huì)加重他們?cè)谂c同學(xué)進(jìn)行語(yǔ)言溝通時(shí)的誤解，并且使他們無(wú)法很好地理解教師的指示。

C教室噪音使患有聽覺缺陷的孩子在學(xué)習(xí)中不能發(fā)揮他們的最大潛能。在典型的課堂環(huán)境中，噪音對(duì)孩子們髙效學(xué)習(xí)能力的影響越來(lái)越受到人們的關(guān)注。在世界衛(wèi)生組織的建議下，國(guó)際噪聲控制工程學(xué)會(huì)（I-INCE）成立了一個(gè)國(guó)際工作小組來(lái)評(píng)估學(xué)校教室噪音與回聲控制，新西蘭也是小組成員。

D雖然教室噪音不只會(huì)給殘疾孩子帶來(lái)不利影響，但是那些在語(yǔ)言溝通方面有障礙的孩子們顯然是更大的受害者。所謂的聽覺功能缺陷包括聽覺障礙、自閉癥譜系障礙（ASD）和注意力缺陷障礙（ADD/ ADHD，也稱“注意力缺乏癥”）。

E自閉癥被認(rèn)為是一種由神經(jīng)系統(tǒng)與遺產(chǎn)基因紊亂引起的終生疾病，患者在處理信息時(shí)會(huì)產(chǎn)生偏差。這種疾病的特點(diǎn)是社會(huì)想象力、社會(huì)交往與社會(huì)互動(dòng)之間出現(xiàn)了問(wèn)題。根據(jù)Janzen的說(shuō)法，這種疾病影響 了人們的多種能力：比如以正常方式理解并與他人相處的能力、了解事件及其周遭事物的能力，以及理解或回應(yīng)感官刺激的能力。自閉癥患者不能像正常發(fā)展的孩子那樣學(xué)習(xí)或思考。自閉癥譜系障礙往往使患者在理解口頭信息與語(yǔ)言處理方面遇到極大的困難?；颊咭餐鶗?huì)覺得喧鬧的噪音以及機(jī)器發(fā)出的聲音讓自己感到痛苦與壓抑。這很難進(jìn)行科學(xué)量化，因?yàn)檫@種額外的感官刺激因患者的不同而有很大的差異。但是當(dāng)一個(gè)孩子覺得在教室里或?qū)W習(xí)的地方中的任何聲音都讓自己鬧心的話，那么他處理信息的能力很可能也會(huì)受到不利影響。

F注意力缺乏癥表現(xiàn)為神經(jīng)與基因障礙。這種障礙的特點(diǎn)是患者很難持續(xù)關(guān)注某事、很難長(zhǎng)時(shí)間努力與堅(jiān)持、缺乏組織能力并且無(wú)法抑制解除?；加凶⒁饬θ狈ΠY的孩子很難篩選出不重要的信息，他們會(huì)關(guān)注所處環(huán)境中所有的事物而非僅僅一個(gè)活動(dòng)。教室里的背景噪音成為分散孩子們注意力的一個(gè)主要原因。

G面對(duì)較高級(jí)別的背景噪音，患有聽覺功能障礙的孩子經(jīng)常很難分辨與處理言語(yǔ)和交流。這些噪音有的是傳入教室中的室外活動(dòng)的聲音，也有的是教學(xué)活動(dòng)的聲音以及教室內(nèi)產(chǎn)生的其他噪音，而且教室中的反射使這些噪音增大。因此，需要采取措施來(lái)獲得最佳的課堂建設(shè)，也許還需要改變課堂文化與教學(xué)方法，特別要徹底檢查吵鬧的課堂與活動(dòng)給患有聽覺功能障礙的孩子帶來(lái)的影響。也許有很多未確診的孩子帶著“無(wú)形”的殘疾接受教育，他們的需求不像已確診的孩子的需求那樣容易被人察覺。

H新西蘭政府已經(jīng)制定出一項(xiàng)“新西蘭殘疾人事業(yè)發(fā)展戰(zhàn)略”，并開始進(jìn)入廣泛咨詢意見的階段。該戰(zhàn)略認(rèn)同殘疾人在世俗觀念、教育機(jī)會(huì)、就業(yè)機(jī)會(huì)以及所享服務(wù)方面，均很難享有高質(zhì)量的生活?！靶挛魈m殘疾人事業(yè)發(fā)展戰(zhàn)略”的第三個(gè)目標(biāo)是通過(guò)改善教育，“為殘疾人提供最好的教育”，這樣所有的孩子、 青年學(xué)生以及成年學(xué)者將會(huì)在他們當(dāng)?shù)匾延械膶W(xué)校里享有平等的學(xué)習(xí)與發(fā)展機(jī)會(huì)。對(duì)于成功的教育而言，學(xué)習(xí)環(huán)境是非常重要的。因此，任何改善學(xué)習(xí)環(huán)境的努力都會(huì)造福所有孩子，尤其是那些患有聽覺功能障礙的孩子們。

I 一些國(guó)家已經(jīng)開始制定自己的標(biāo)準(zhǔn)來(lái)控制與減少教室噪音，新西蘭很可能會(huì)以此為例（來(lái)制定自己的標(biāo)準(zhǔn)）。迄今為止，文獻(xiàn)中關(guān)于學(xué)校教室噪音的描述一般集中于噪音對(duì)學(xué)生、老師以及聽覺缺陷者的影響上，而很少注意到噪音對(duì)患有其他疾病的學(xué)生的影響，包括對(duì)患有聽覺功能障礙的學(xué)生的影響。今后在制定和頒布國(guó)際標(biāo)準(zhǔn)時(shí)，必須把這些孩子的需求考慮進(jìn)去。

03

答案解析

Question 1

答案： H

關(guān)鍵詞： national policy

定位原文: H段第1句“The New Zealand Government…”

解題思路: 這一段的首句就以一種敘事口吻向考生交代了新西蘭全國(guó)上下正在開展的一場(chǎng)為殘疾人服務(wù)的戰(zhàn)略，該句含義為“新西蘭政府已經(jīng)制定出一項(xiàng)'新西蘭殘疾人事業(yè)發(fā)展戰(zhàn)略'，并開始進(jìn)入廣泛咨詢意見的階段。”此外，在該段其他語(yǔ)句中也提到the strategy recognises..., Objective 3...is to provide...等信息，非常符合題干中account一詞的含義。

Question 2

答案： C

關(guān)鍵詞： global team

定位原文： C段最后一句“The International Institute of…”

解題思路： 這句含義為“在世界衛(wèi)生組織的建議下，國(guó)際噪聲控制工程學(xué)會(huì)（I-INCE）成立了一個(gè)國(guó)際工作小組來(lái)”，這句話中international可以對(duì)應(yīng)題干中的global, 而working party可以對(duì)應(yīng)team。這是對(duì)應(yīng)關(guān)系非常明顯的一道題目。

Question 3

答案： B

關(guān)鍵詞： hypothesis, reason, growth in classroom noise

定位原文： B段第3句“Nelson and Soil have also suggested...”

解題思路： 在該段首句中就出現(xiàn)了classroom noise這個(gè)詞，因此該段有可能就是本題的對(duì)應(yīng)段落。在接下來(lái)的敘述Nelson and Soil have also suggested...中，suggest一詞可以對(duì)應(yīng)題干中的 hypothesis后一句中的This all amounts to heightened activity and noise levels，與題干中的 one reason相對(duì)應(yīng)。

Question 4

答案： I

關(guān)鍵詞： worldwide regulations

對(duì)應(yīng)原文： I 段最后一句“It is imperative that the needs…”

解題思路： 全文只有此句中提及國(guó)際標(biāo)準(zhǔn)，含義為“今后在制定和頒布國(guó)際標(biāo)準(zhǔn)時(shí)，必須把這些孩子的需求考慮進(jìn)去。”句中的international應(yīng)題干中的worldwide，standards對(duì)應(yīng)題干中的regulations。這道題屬于考點(diǎn)明晰、詞語(yǔ)替換幅度也不大的簡(jiǎn)單題型。

Question 5

答案： D

關(guān)鍵詞： medical conditions，more at risk

定位原文： D段第1句“… those with a disability that affects…”

解題思路： 該段第一句話就明確說(shuō)出了題干中的意思。While引導(dǎo)讓步狀語(yǔ)從句，不必細(xì)看，直接跳到主句，those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable，含義為“那些在語(yǔ)言溝通方面有障礙的孩子們顯然是噪音的更大受害者”; disability that affects their processing of speech and verbal communication對(duì)應(yīng)題干中的medical conditions, extremely vulnerable對(duì)應(yīng)題干中的more at risk。此外，下文羅列出的hearing impairment, autistic spectrum disorders and attention deficit disorders可與a list of medical conditions相對(duì)應(yīng) 。

Question 6

答案: A

關(guān)鍵詞: proportion, with auditory problems

定位原文: A段最后一句“The New Zealand…”

解題思路： 此題相對(duì)來(lái)說(shuō)比較簡(jiǎn)單，看到題干中proportion“比例”一詞，馬上掃描文章，尋找?guī)в邪俜直鹊亩温?。顯然，只有A段最后一句帶有明顯的百分比。接著需要驗(yàn)證百分比所在的句子是否在講新西蘭聽力殘障患兒的比例，然后確認(rèn)選擇就可以了。該句中affected by hearing loss與題干中的with auditory problems相對(duì)應(yīng)。

Question 7

答案： two decades

關(guān)鍵詞： For what period of time, been studied

定位原文： A段最后一句“The New Zealand Ministry of Health…”

解題思路： 在這句話中，有的考生會(huì)認(rèn)為答案是over two decades，他們會(huì)把over翻譯成“超過(guò)”。實(shí)際上，在雅思閱讀中，over大多數(shù)情況下是during的意思，表示“在某段時(shí)間內(nèi)”。況且此處若填over two decades，也不符合題目要求。故正確答案為two decades，注意復(fù)數(shù)形式。

Question 8

答案： crowd (noise)

關(guān)鍵詞： machinery noise, autism

定位原文：E段倒數(shù)第3句“Autistic…”

解題思路：此題的難度就是對(duì)應(yīng)點(diǎn)和上一題離得太遠(yuǎn)，不太好找。但是考生如果能循著autism（自閉癥）這個(gè)詞，同時(shí)再留意一下它的變形，如 autistic, 就能快速定位到E段首句Autism這個(gè)詞，然后找到such as和the noise generated by machinery。這樣就不難推出正確答案就是和the noise generated by machinery并列的crowd noise。

Question 9

答案：invisible (disabilities/disability)

關(guān)鍵詞：term, schoolchildren which have not been diagnosed

定位原文： G段倒數(shù)第2句“It is…”

解題思路： 根據(jù)順序原則，可以大概判斷出此題應(yīng)該在E段以后的段落出現(xiàn)，而term一詞是“術(shù)語(yǔ)”的意思，一般對(duì)應(yīng)文中特殊字體或加引號(hào)的詞。按這個(gè)思路找下去，很快可以找到G段倒數(shù)第二行的引號(hào)。 接下來(lái)只需判斷一下在引號(hào)周圍的內(nèi)容是否是在談which have not been diagnosed。文中提到…many undiagnosed children exist in the education system with' invisible'disabilities，undiagnosed一詞即使不認(rèn)識(shí)也可以根據(jù)構(gòu)詞法利用前綴un猜測(cè)為“未經(jīng)的”，完全可以與題目have not been diagnosed對(duì)應(yīng)。故正確答案為invisible (disabilities/disability )。

Question 10

答案：Objective 3

關(guān)鍵詞：What part, New Zealand Disability Strategy, equal opportunity

定位原文：H段第3句“Objective 3…”

解題思路：首先利用大寫New Zealand Disability Strategy定位到H段，然后開始尋找equal opportunity，很快將目標(biāo)鎖定在第六行末尾處。讀完這個(gè)詞所在的整句話，不難發(fā)現(xiàn)是這個(gè)戰(zhàn)略中的Objective 3專門針對(duì)平等機(jī)會(huì)問(wèn)題。故正確答案為Objective 3。

Question 11 & Question 12

答案：A C

關(guān)鍵詞：factors contributing to classroom noise

解題思路：選項(xiàng)A：當(dāng)今教學(xué)方式——B段第二行出現(xiàn)的Modem teaching practices以及第五行出現(xiàn)的...recent trends in learning...都可以對(duì)應(yīng)該選項(xiàng)。故選項(xiàng)A正確；選項(xiàng)B：走廊回音——沒有提到，不要因?yàn)锽段第三行提到poor classroom acoustics就聯(lián)想是這個(gè)選項(xiàng)，這只是指教室中的音響效果差；選項(xiàng)C：制冷系統(tǒng) ——第三行中提到…mechanical means of ventilation such as air-conditioning, 指空調(diào)通風(fēng)口產(chǎn)生的噪音。故選項(xiàng)C正確；選項(xiàng)D：班級(jí)學(xué)生數(shù)量太多——完全未提及；選項(xiàng)E：老師聲音洪亮——文中只是提到老師，但是沒有說(shuō)老師聲音洪亮；選項(xiàng)F：操場(chǎng)游戲——完全沒有提到。

Question 13

答案：C

關(guān)鍵詞：overall purpose

定位原文：I 段

解題思路：題目：作者寫本文的主要目的是什么?A. 比較應(yīng)對(duì)聽覺障礙的不同措施；B.為過(guò)分嘈雜的學(xué)習(xí)環(huán)境提供解決方法；C提高對(duì)聽覺障礙兒童現(xiàn)狀的關(guān)注；D把新西蘭作為其他國(guó)家學(xué)習(xí)的榜樣。首先排除D,因?yàn)镮段前兩句話表明新西蘭實(shí)際上要效仿其他國(guó)家，而不是被其他國(guó)家效仿，這個(gè)選項(xiàng)與文中信息矛盾。接著I段提到：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…這句話明確表示本文的目的是讓更多人關(guān)注聽覺障礙兒童的現(xiàn)狀。故正確答案是C。

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