【雅思考情】12月14日雅思閱讀考試回憶

Passage 1:
題目：美國(guó)新型能源（2013年3月2日舊題）
題型：判斷5+流程填空5+簡(jiǎn)答3
題材：
參考范文：
判斷5
1. TRUE乙醇是一種非常清潔的能源
2. NOT GIVEN在美國(guó)，乙醇已經(jīng)被大量生產(chǎn)并使用
3. FALSE乙醇生產(chǎn)過(guò)程中，每一步都需要，天然氣，（錯(cuò)，原文說(shuō)一些步驟）
4. TRUE乙醇生產(chǎn)過(guò)程當(dāng)中，可以得到很多副產(chǎn)品
5. FALSE同樣加侖的乙醇比同樣加侖的汽油產(chǎn)生的熱量多（錯(cuò),原文說(shuō)少）
 
填空5（此部分是利用甘蔗和玉米秸稈生產(chǎn)乙醇的流程圖）
6. fiber 通過(guò)蒸的方法可以使秸稈中的fiber我露出來(lái)
7. bioreactor之后把fiber放入到一個(gè)生物反應(yīng)容器bioreactor當(dāng)中
8. Lignin 生物反應(yīng)之后可以得到副產(chǎn)品木質(zhì)素lignin（本詞不認(rèn)識(shí)也不影響答題）
9. Distiller經(jīng)過(guò)生物反應(yīng)之后產(chǎn)生的糖放到蒸餾器distiller里面去
10. Distillage 蒸餾器之后，可以得到蒸餾副產(chǎn)物distillage（此單詞不認(rèn)識(shí)也不影響答題）
 
簡(jiǎn)答3
11. water運(yùn)輸石油的管道，不能用來(lái)運(yùn)輸乙醇，是因?yàn)楣艿辣凰�污�?br /> 12. 7%如果把全美國(guó)所有的玉米都用來(lái)制作乙醇，也只能生產(chǎn)全國(guó)所有能源提供的7%
13. Carbon dioxide 乙醇燃燒產(chǎn)物中，二氧化碳Carbon dioxide對(duì)全球變暖有影響
Passage 2
題目：Parental involvement in education(2016.10.8/2015.2.14舊題）
題型：判斷6+人名配對(duì)6+單選1
題材：教育
參考答案：（答案僅供參考）
判斷6：
14.   TRUE 在美國(guó)，有各個(gè)層級(jí)的法律，支持家長(zhǎng)參與孩子的教育
15.  NOT GIVEN在美國(guó)家長(zhǎng)向?qū)W校施壓，以得到更多機(jī)會(huì)參與孩子的教育過(guò)程（原文未提及）
16.   TRUE在歐洲普遍認(rèn)為，家長(zhǎng)的參與可以提升孩子的教學(xué)質(zhì)量
17.FALSE在加拿大有，法律，鼓勵(lì)家長(zhǎng)參與其中（錯(cuò)！原文說(shuō)的是在加拿大，幾乎沒(méi)有任何法律的保障）
18.  TRUE貧窮家庭的父母較少會(huì)出席學(xué)校里面的需要家長(zhǎng)參與的活動(dòng)
19.   FALSE有充足的證據(jù)證明家長(zhǎng)的參與可以幫助孩子提升考試分?jǐn)?shù)（原文說(shuō)沒(méi)有充足的證據(jù)）
 
作者配對(duì)6（可能會(huì)有重復(fù)）：
20. E教授DR認(rèn)為，家長(zhǎng)會(huì)參與學(xué)�；顒�(dòng)，并幫助孩子提升水平
21. C教授A認(rèn)為，應(yīng)該去做更多的實(shí)驗(yàn)，去證明這一結(jié)論
22. B教授B認(rèn)為，家長(zhǎng)參與nursery class是非常valuable的
23. E教授DR認(rèn)為，需要新的實(shí)驗(yàn)，以便更好評(píng)估實(shí)驗(yàn)結(jié)果
24. D教授W認(rèn)為，家長(zhǎng)的參與，能夠促進(jìn)學(xué)校的管理
25. A教授J認(rèn)為，，來(lái)自貧窮家庭的家長(zhǎng)缺乏信心來(lái)出席學(xué)校活動(dòng)
 
單選1：
26.   通過(guò)整篇文章，我們可以得出的結(jié)論，
b沒(méi)有足夠的證據(jù)證明該結(jié)論，
 
（答案僅供參考）
 
參考文章：
Parental involvement in educating

It may be one of the least controversial statements in American education: Parent involvement can make a difference in a child’s education. Two-thirds of teachers surveyed (Public Agenda, 2003) believed that their students would perform better in school if their parents were more involved in their child’s education, while 72% of parents say children of uninvolved parents sometimes “fall through the cracks” in schools (Johnson & Duffett, 2003).
 
The conflict can come, though, on how to create that involvement, and whether all involved feel the particular activities are worthwhile. While virtually all schools promote parent involvement, there are different types of involvement, ranging from encouraging volunteering and fundraising to providing parents with home-based learning activities. Joyce Epstein of the Johns Hopkins University, Center on School, Family and Community Partnerships, one of the nation’s leading experts on parent involvement, has divided school parent involvement programs into six broad categories:
 
Parenting, in which schools help families with their parenting skills by providing information on children’s developmental stages and offering advice on learning-friendly home environments;
Communicating, or working to educate families about their child’s progress and school services and providing opportunities for parents to communicate with the school;
Volunteering, which ranges from offering opportunities for parents to visit their child’s school to finding ways to recruit and train them to work in the school or classroom;
Learning at home, in which schools and educators share ideas to promote at-home learning through high expectations and strategies so parents can monitor and help with homework.
Decision-making, in which schools include families as partners in school organizations, advisory panels, and similar committees.
Community collaboration, a two-way outreach strategy in which community or business groups are involved in education and schools encourage family participation in the community.
 
Not surprisingly, participation was greater for parents with K-8 students than for those with high school students. At the K-8 level, 92 percent of parents reported attending a school or PTO/PTA meeting compared with 83 percent of parents of high schoolers. The gap was even more pronounced in volunteering, which was evident among 52 percent of parents of K-8 students but only 34 percent of parents with high school students.
 
Yet the survey found some distinct variations by race, particularly in contrasting typical “volunteer” involvement with involvement in the child’s education at home. K-8 parents of white students were more likely than parents of African American or Hispanic students to attend a school event, volunteer or serve on a school committee and participate in school fundraising. However, when it came to homework, the data showed that parents of white students trailed other groups in involvement. While 82 percent of parents of white students said an adult checked their child’s homework, the rates were higher among parents of African American and Hispanic students — which had rates of 94% and 91%, respectively. (The report did not specify what was involved in checking homework.)
 
Indeed, other studies have shown that lower-income and minority parents often have the same level of involvement in education — even though it may not necessarily be reflected at PTA meetings or school fundraisers. In a study of standards-based reform practices by Westat and Policy Studies Associates (2001) for the U.S. Department of Education, researchers found that income level had no bearing on parent involvement in a major reform effort at Title I schools.
 
In summarizing findings of this study and others in a major meta-analysis, scholars at the Southwest Educational Development Laboratory (SEDL, 2002) concluded that educators and policymakers should have no pre-conceived notions about parent involvement. “Recognize that all parents, regardless of income, education or cultural background, are involved in their children’s learning and want their children to do well,” SEDL said.
 
But good intentions on either side only go so far. As noted by Epstein and Sanders (2000), “Teachers, parents, and students have little understanding of each other’s interests in children and schools….Most teachers do not know the goals that parents have for their children, how parents help them learn, or how parents would like to be involved. Most parents do not know much about the educational programs in their children’s school or what teachers require of them.” Effective parent involvement comes when a true partnership exists between schools and families. Creating that partnership, especially around academics, is what works for student achievement. Following is what the research found about how that happens.
 
The SEDL report, A New Wave of Evidence, synthesizes research from 51 studies over the preceding decade to reach conclusions about the effect of parent involvement on student learning. While few of the studies were experimental or quasi-experimental in design and many were correlational or case studies, when synthesized, the report had positive findings. For example, SEDL found that students with involved parents, no matter their income or background, are more likely to: Earn higher grades and test scores, and enroll in higher-level programs; Be promoted, pass their classes and earn credits; Attend school regularly; Have better social skills, show improved behavior and adapt well to school; Graduate and go on to post-secondary education
 
Nonetheless, when drilling down to determine what types of involvement work best, SEDL found one common factor: “Programs and interventions that engage families in supporting their children’s learning at home are linked to higher student achievement.” Other forms of involvement among Epstein’s six factors (volunteering, attending school events) appeared to have less direct effect on student achievement, particularly in high school.
 
SEDL’s conclusions are reflected in other studies as well. Catasambis (1998) uncovered similar findings in reviewing National Educational Longitudinal Study (NELS:88) data, analyzing data on 13,500 families as their children progressed through school. She measured the value of the six types of parent involvement and also concluded that techniques to enhance learning at home had the strongest effect. For older students, these techniques largely focused on enabling parents to convey high expectations to their children, encouraging them to take and succeed in rigorous courses with an eye toward college
Passage 3:
題目：減少美國(guó)人的工作時(shí)間（2014年1月18日舊題）
題型：段落信息配對(duì)8+人名觀點(diǎn)配對(duì)6
題材：商業(yè)
參考答案（答案僅供參考）
段落配對(duì)8：
27.   E人們應(yīng)該減少工作時(shí)間
28.   C超時(shí)工作，會(huì)導(dǎo)致差的心情
29.   F人們可以放松休閑的具體例子
30.   C超時(shí)工作會(huì)顯著降低工作效率
31.   A舉例說(shuō)明，超時(shí)工作的危害
32.   H一個(gè)美國(guó)人可以學(xué)習(xí)的好的例子（介紹了挪威的例子）
33.   D多休閑多購(gòu)物的一個(gè)反面例子（介紹了阿聯(lián)酋的例子）
34.   B如果美國(guó)人如此辛苦的工作，我們的地球會(huì)變成四個(gè)
 
作者配對(duì)6：（可能會(huì)有重復(fù)選項(xiàng)）
35.   B教授CJ認(rèn)為，美國(guó)人工作超時(shí)嚴(yán)重
36.   A教授AR認(rèn)為，政府應(yīng)該減少工時(shí)，并保證不失業(yè)
37.   C教授WP認(rèn)為，減少消費(fèi)并不是不愛(ài)國(guó)（阿聯(lián)酋的例子）
38.   A教授AR認(rèn)為，美國(guó)人應(yīng)該花更多的時(shí)間陪伴家人和朋友
39.   D教授ML認(rèn)為，我們可以向其他國(guó)家學(xué)習(xí)（挪威的例子）
40. B教授CJ認(rèn)為，美國(guó)人的工作效率非常高（一個(gè)地球變成四個(gè)地球的例子）