《雅思模擬檢測題from孫珊珊》由會員分享，可在線閱讀，更多相關(guān)《雅思模擬檢測題from孫珊珊（13頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、聽力部分 題目選自 劍橋6Test 3Section 4 Choose the correct letter A, B or C. 1.According to the speaker, it is not clear A.When the farming economy was introduced to Ireland. B.Why people began to farm in Ireland. C.Where the early Irish farmers came from. 2.What point does the speaker make about b

2、reeding animals in Neolithic Ireland? A.Their numbers must have been above a certain level. B.They were under threat from wild animals. C.Some species died out during this period. 3.What does the speaker say about the transportation of animals? A.Livestock would have limited the distance the

3、farmers could sail. B.Neolithic boats were too primitive to have been used. C.Probably only a few breeding animals were imported. 4.What is the main evidence for cereal crops in Neolithic Ireland? A.The remains of burnt grain in pots B.The marks left on pots by grains C.The patterns painted

4、on the surface of pots Complete the sentences below. Write NO MORE THAN TWO WORDS for each answer. STONE TOOLS 1.Ploughs could either have been pulled by ____________or by______________. The farmers needed homes which were permanent dwellings. 2.The cultivation of crops as well as

5、the husbandry of livestock lead to _____________ in people’s life. 3.In the final stages of axe-making, _______________ and ____________ were necessary for grinding and polishing, so a ________________ may not be considered to be a proper place. 4.The transportation of axes indicated that ther

6、e was a link between ____________ and ________ POTTERY MAKING Thecolonizersused clay to make pots. 1.The ____________ of the pots was often polished to ___________. 2.Clay from _______________ areas was generally used. 3.Decoration was only put around the ______________________ of the

7、 earlier pots. 閱讀部分(20 min) Early Childhood Education New Zealands National Pony spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for New Zealands education policy. A Education To

8、 Be More was published last August. It was the report of the New Zealand Governments Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, thats a real need; but s

9、ince parents dont normally send children to pre-schools until the age of three, are we missing out on the most important years of all? B A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about

10、1000 words - most of the language they will use in ordinary conversation for the rest of their lives. Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the huma

11、n personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world. C It is g

12、enerally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. Thats observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called

13、 Headstart was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school. Despite substantial funding, results have been disappointing. It is

14、thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, Headstart children returned

15、to the same disadvantaged home environment. D As a result of the growing research evidence of the importance of the first three years of a childs life and the disappointing results from Headstart, a pilot programme was launched in Missouri in the US that focused on parents as the childs first te

16、achers. The Missouri programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their fi

17、rst child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home. The programme involved trained parenteducators vi

18、siting the parents home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the childs intellectual, language, social and motor-skill development. Periodic

19、 check-ups of the childs educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals. Parent-educators made personal visits to homes and monthly group meetings were held w

20、ith other new parents to share experience and discuss topics of interest. Parent resource centres, Located in school buildings, offered learning materials for families and facilitators for child care. E At the age of three, the children who had been involved in the Missouri programme were evalua

21、ted alongside a cross-section of children selected from the same range of socio-economic backgrounds and Family situations, and also a random sample of children that age. The results were phenomenal.By the age of three, the children in the programme were significantly more advanced in language devel

22、opment than their peers, had made greater strides in problem solving and other intellectual skills, and were Further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehensi

23、on, verbal ability and language ability. Most important of all, the traditional measures of risk, such as parents age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equa

24、lly well regardless of scio-economic disadvantages.Child abuse was virtually eliminated. The one factor that was found to affect the childs development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families. F These re

25、search findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage.The initiative outlined above could break that cycle of disadvantage

26、. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalised early childhood education.Educa

27、tion from the age of three to five is undoubtedly vital, but without a similar Focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity. Questions 1-4 Reading Passage 1 has six sections

28、, A-F. Which paragraph contains the following information? Write the correct letter A-F in boxes 1-4 on your answer sheet. 1 details of the range of family types involved in an education programme 2 reasons why a child’s early years are so important 3 reasons why an education programme failed

29、 4 a description of the positive outcomes of an education programme Questions 5-10 Classify the following features ascharacterizing A the‘Headstart’programme B the ‘Missouri’programme C both the‘Headstart’programmeand the ‘Missouri’programme Dneither the‘Headstart’programmenor the ‘Mi

30、ssouri’programme Write the correct letter A, B, C or D in boxes 5-10 on your answer sheet. 5 was administered to a variety of poor and wealthy families 6 continued with follow-up assistance in elementary schools 7 did not succeed in its aim 8 supplied many forms of support and training to p

31、arents 9 received insufficient funding 10 was designed to improve pre-schoolers’educational development Questions 11-13 Do the following statements agree with the information given in Reading Passage 1? In boxes 11-13 on your answer sheet, write TRUEif the statement agrees with the inf

32、ormation FALSEif the statement contradicts the information NOT GIVENif there is no information on this 11 Most‘Missouri’programmethree-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others. 12‘Missouri’programmechildren of young, uneducated, sing

33、le parents scored less highly on the tests. 13 The richer families in the‘Missouri’programmehad higher stress levels. 寫作部分 Write at least250 wordsin40minutes. 備選題1Children who grow up in families without large amounts of money are better prepared to deal with problems in their ad

34、ult life than children who are brought up by wealthy parents. To what extent do you agree or disagree? 備選題2Some people think that a sense of competition in children should be encouraged. Others believe that children who are taught to co-operate rather than compete become more useful adults. Dis

35、cuss both these views and give your own opinion. 備選題3Some people think animal experimentation should be stopped because it is cruel. Others think it is necessary for the development of science. Discuss both views and give your own opinion. 備選題 4Some people think the advantages of the spread of

36、 English in the world outweigh its disadvantages. To what extent do you agree or disagree? 備選題5Nowadays we are producing more and more rubbish. Why do you think this is happening? What can governments do to help reduce the amount of rubbish produced? Give reasons for your answer and include any

37、relevant examples from your own knowledge or experience. 口語部分 You have to talk about the topic forone to two minutes. You haveone minute to thinkabout what you are going to say. You can make some notes to help you if wish. 1.Describe a restaurant that you enjoyed going to. You

38、should say: Where the restaurant was Why you chose this restaurant What type of food you ate in this restaurant And explain what you enjoyed about this restaurant. 2.Describe an idea you had for improving something at work or college. You should say: When and where you had your idea What your idea was Who you told about your idea And explain why you thought your idea would make an improvement.