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  劍橋雅思4Test1passage1閱讀原文+譯文+題目

  Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests — what and where they are, why they are important, what endangers them — independent of any formal tuition. It is also possible that some of these ideas will be mistaken.

  無(wú)論大人還是孩子都經(jīng)常會(huì)遇到這樣的報(bào)道，那就是熱帶雨林正在以驚人的速度消失。打個(gè)比方，孩子們很容易就能理解這樣一個(gè)圖例，即平均每四十分鐘，也就是一節(jié)課的時(shí)間內(nèi)，世界上就會(huì)有相當(dāng)于一千個(gè)足球場(chǎng)大小的熱帶雨林遭到破壞。面對(duì)媒體頻繁且生動(dòng)的報(bào)道，也許不需要任何正規(guī)的教育，孩子們就能夠形成一系列有關(guān)熱帶雨林的觀點(diǎn)：比如說(shuō)雨林是什么，位置在哪里，為什么如此重要，又是什么在威脅它們等等。當(dāng)然，這些觀點(diǎn)也很有可能是錯(cuò)的。

  Many studies have shown that children harbour misconceptions about ‘pure’, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.

  許多研究表明孩子們對(duì)于在學(xué)校里學(xué)到的科學(xué)知識(shí)心存誤解。這些誤解不是孤立存在的，而是組成了一個(gè)盡管多層面卻十分有條理的概念體系，這一點(diǎn)使得該體系本身及其所有的組成觀點(diǎn)更加難以攻破，有些觀點(diǎn)本身甚至就是錯(cuò)誤的，但是也正是這樣，它們反而更容易被改動(dòng)。這些錯(cuò)誤觀點(diǎn)正是由于孩子們從大眾煤體上吸收了信息而形成的。有時(shí)連這些信息本身都是錯(cuò)誤的。學(xué)校似乎也沒(méi)能夠給們提供一個(gè)再度闡述自己觀點(diǎn)的機(jī)會(huì)，因此寵師及其他學(xué)生也不能幫助其檢驗(yàn)及糾正這種錯(cuò)誤觀點(diǎn)。

  Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. 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 programmes in environmental studies in their schools.

  盡管媒體對(duì)于熱帶雨林所遭受的破壞做了大量的報(bào)道，但是有關(guān)孩子相關(guān)觀點(diǎn)的信息卻少之又少。所以，目前這項(xiàng)研究的目的就是要給教師提供這樣的信息來(lái)幫助他們?cè)O(shè)計(jì)自己的教學(xué)策略，以便幫助學(xué)生構(gòu)筑正確的觀點(diǎn)，置換他們的錯(cuò)誤概念，并在學(xué)校中展開(kāi)環(huán)保研究項(xiàng)目。

  The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continents or countries: Africa (given by 43% of children), South America (30%), Brazil (25%). Some children also gave more general locations, such as being near the Equator.

  該項(xiàng)研究調(diào)査了孩子有關(guān)熱帶雨林的科學(xué)知識(shí)以及態(tài)度。研究要求一些中學(xué)生填寫一份包含了五個(gè)簡(jiǎn)答題的調(diào)査表。對(duì)于第一個(gè)問(wèn)題，最常見(jiàn)的解答就來(lái)自“熱帶雨林”這一名稱所附帶的不言自明的含義。有些孩子把雨林描述成一個(gè)又潮又濕或悶熱的地方。第二個(gè)問(wèn)題是關(guān)于雨林的地理位置的，大多數(shù)答案都提到了國(guó)名或洲名：百分之四十三的孩子寫了非洲，百分之三十寫了美洲;還有百分之二十五的人認(rèn)為熱帶雨林主要分布在巴西。有些孩子給出了如“赤道附近”這樣更為寬泛的答案。

  Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.

  第三道題目問(wèn)及了熱帶雨林的重要性。百分之六十四的學(xué)生認(rèn)為雨林為動(dòng)物提供了棲身之所。較少的學(xué)生回答說(shuō)雨林是植物的生長(zhǎng)地。更少的學(xué)生提到了雨林中的土著居民。其中，有百分之七十的女孩子認(rèn)為雨林是動(dòng)物的家，而男孩子中只有百分之六十的人執(zhí)此觀點(diǎn)。

  Similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. These observations 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 animals and expressed views which seem to place an intrinsic value on non-human animal life.

  相似的是，有百分之十三的女生認(rèn)為熱帶雨林為人類提供了居所，而男生中有此想法的人只占百分之五。這些觀點(diǎn)與先前就學(xué)生對(duì)熱帶雨林的開(kāi)發(fā)及保護(hù)狀況所做的研究的結(jié)果基本一致，該結(jié)果表明女生更容易表現(xiàn)出對(duì)小動(dòng)物的同情，其觀點(diǎn)也更容易將內(nèi)在價(jià)值觀基于動(dòng)物而非人類生命上。

  The fourth question concerned the causes of the destruction of rainforests. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.

  第四個(gè)問(wèn)題問(wèn)到了熱帶雨林遭到破壞的原因。值得慶幸的是，過(guò)半的學(xué)生(百分之五十九)都認(rèn)為是人類的行為導(dǎo)致了這一破壞，有人甚至用“我們”這樣的字眼將問(wèn)題與自身聯(lián)系起來(lái)。大概有百分之十八的學(xué)生將這一破壞歸咎于濫砍濫伐。

  One misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. Here, children are confusing rainforest destruction with damage to the forests of Western Europe by these factors. While two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on Earth.

  百分之十的學(xué)生錯(cuò)誤地認(rèn)為是酸雨導(dǎo)致了雨林的破壞，還有百分之十的學(xué)生覺(jué)得污染才是罪魁禍?zhǔn)??？磥?lái)學(xué)生們是將熱帶雨林所受的破壞與上述因素對(duì)西歐森林的毀壞混為一談了。百分之四十的學(xué)生認(rèn)為熱帶雨林為人們提供了氧氣，在某種程度上，這樣的答案也包含著一個(gè)誤解，那就是認(rèn)為熱帶雨林的消失會(huì)減少大氣中氧氣的含量，最終導(dǎo)致地球上的大氣不再適合人類呼吸。

  In answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.

  在被問(wèn)及雨林保護(hù)的重要性時(shí)，大部分學(xué)生只是認(rèn)為人類離開(kāi)雨林就無(wú)法生存。只有寥寥百分之六的人提到熱帶雨林的消失會(huì)導(dǎo)致全球變暖。鑒于媒體對(duì)這個(gè)問(wèn)題長(zhǎng)篇累牘的報(bào)道，這樣的結(jié)果真是有點(diǎn)出人意料。還有些學(xué)生認(rèn)為保不保護(hù)雨林根本無(wú)關(guān)緊要。

  The results of this study suggest that certain ideas predominate in the thinking of children about rainforests. Pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humans and the relationship between climatic change and destruction of rainforests.

  研究結(jié)果表明，在學(xué)生們對(duì)雨林的觀點(diǎn)中，某些觀點(diǎn)明顯占上風(fēng)。在有些問(wèn)題上，比如說(shuō)熱帶雨林是植物、動(dòng)物及人類的棲息地以及天氣變化與雨林破壞之間的關(guān)系等，學(xué)生們的回答又表明了他們?cè)谝恍┗究茖W(xué)知識(shí)上的誤區(qū)。

  Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. In other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors which drive the activities which are destroying the rainforests. One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate, value and evaluate conflicting views. Environmental education offers an arena in which these skills can be developed, which is essential for these children as future decision-makers.

  學(xué)生們給出的答案并不能夠表明他們了解熱帶雨林所遭受破壞的原因的復(fù)雜性。換言之，沒(méi)有任何跡象表明他們了解熱帶雨林對(duì)人類來(lái)講到底如何重要以及那些破壞行為背后所潛藏的復(fù)雜社會(huì)、經(jīng)濟(jì)及政治因素。然而，值得欣慰的是，其他類似環(huán)保研究的結(jié)果表明，大孩子們已經(jīng)具備了鑒賞、理解以及評(píng)價(jià)矛盾觀點(diǎn)的能力。而環(huán)保教育正是為這些能力的養(yǎng)成提供舞臺(tái)，這一點(diǎn)對(duì)于孩子們成為未來(lái)的政策制定者是至關(guān)重要的。

  劍橋雅思4Test1passage1閱讀題目

  Questions 1-8

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

  In boxes 1-8 on your answer sheet write

  TRUE if the statement agrees with the information

  FALSE if the statement contradicts the information

  NOT GIVEN if there is no information on this

  1 The plight of the rainforests has largely been ignored by the media.

  2 Children only accept opinions on rainforests that they encounter in their classrooms.

  3 It has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.

  4 The fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change them.

  5 The study involved asking children a number of yes/no questions such as ‘Are there any rainforests in Africa’

  6 Girls are more likely than boys to hold mistaken views about the rainforests’ destruction.

  7 The study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.

  8 A second study has been planned to investigate primary school children’s ideas about rainforests.

  Questions 9-13

  The box below gives a list of responses A-P to the questionnaire discussed in Reading Passage 1.

  Answer the following questions by choosing the correct responses A-P.

  Write your answers in boxes 9-13 on your answer sheet.

  9 What was the children’s most frequent response when asked where the rainforests were

  10 What was the most common response to the question about the importance of the rainforests

  11 What did most children give as the reason for the loss of the rainforests

  12 Why did most children think it important for the rainforests to be protected

  13 Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television

  A There is a complicated combination of reasons for the loss of the rainforests.

  B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.

  C Rainforests are located near the Equator.

  D Brazil is home to the rainforests.

  E Without rainforests some animals would have nowhere to live.

  F Rainforests are important habitats for a lot of plants.

  G People are responsible for the loss of the rainforests.

  H The rainforests are a source of oxygen.

  I Rainforests 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 in the air.

  L There are people for whom the rainforests are home.

  M Rainforests are found in Africa.

  N Rainforests are 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 continuing existence.

  Question 14

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

  Write your answer in box 14 on your answer sheet.

  Which of the following is the most suitable title for Reading Passage 1

  A The development of a programme in environmental studies within a science curriculum

  B Children’s ideas about the rainforests and the implications for course design

  C The extent to which children have been misled by the media concerning the rainforests

  D How to collect, collate and describe the ideas of secondary school children.

  E The importance of the rainforests and the reasons for their destruction

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