【雅思考情】12月14日雅思阅读考试回忆

Passage 1:
题目：美国新型能源（2013年3月2日旧题）
题型：判断5+流程填空5+简答3
题材：
参考范文：
判断5
1. TRUE乙醇是一种非常清洁的能源
2. NOT GIVEN在美国，乙醇已经被大量生产并使用
3. FALSE乙醇生产过程中，每一步都需要，天然气，（错，原文说一些步骤）
4. TRUE乙醇生产过程当中，可以得到很多副产品
5. FALSE同样加仑的乙醇比同样加仑的汽油产生的热量多（错,原文说少）
 
填空5（此部分是利用甘蔗和玉米秸秆生产乙醇的流程图）
6. fiber 通过蒸的方法可以使秸秆中的fiber我露出来
7. bioreactor之后把fiber放入到一个生物反应容器bioreactor当中
8. Lignin 生物反应之后可以得到副产品木质素lignin（本词不认识也不影响答题）
9. Distiller经过生物反应之后产生的糖放到蒸馏器distiller里面去
10. Distillage 蒸馏器之后，可以得到蒸馏副产物distillage（此单词不认识也不影响答题）
 
简答3
11. water运输石油的管道，不能用来运输乙醇，是因为管道被水污染
12. 7%如果把全美国所有的玉米都用来制作乙醇，也只能生产全国所有能源提供的7%
13. Carbon dioxide 乙醇燃烧产物中，二氧化碳Carbon dioxide对全球变暖有影响
Passage 2
题目：Parental involvement in education(2016.10.8/2015.2.14旧题）
题型：判断6+人名配对6+单选1
题材：教育
参考答案：（答案仅供参考）
判断6：
14.   TRUE 在美国，有各个层级的法律，支持家长参与孩子的教育
15.  NOT GIVEN在美国家长向学校施压，以得到更多机会参与孩子的教育过程（原文未提及）
16.   TRUE在欧洲普遍认为，家长的参与可以提升孩子的教学质量
17.FALSE在加拿大有，法律，鼓励家长参与其中（错！原文说的是在加拿大，几乎没有任何法律的保障）
18.  TRUE贫穷家庭的父母较少会出席学校里面的需要家长参与的活动
19.   FALSE有充足的证据证明家长的参与可以帮助孩子提升考试分数（原文说没有充足的证据）
 
作者配对6（可能会有重复）：
20. E教授DR认为，家长会参与学校活动，并帮助孩子提升水平
21. C教授A认为，应该去做更多的实验，去证明这一结论
22. B教授B认为，家长参与nursery class是非常valuable的
23. E教授DR认为，需要新的实验，以便更好评估实验结果
24. D教授W认为，家长的参与，能够促进学校的管理
25. A教授J认为，，来自贫穷家庭的家长缺乏信心来出席学校活动
 
单选1：
26.   通过整篇文章，我们可以得出的结论，
b没有足够的证据证明该结论，
 
（答案仅供参考）
 
参考文章：
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:
题目：减少美国人的工作时间（2014年1月18日旧题）
题型：段落信息配对8+人名观点配对6
题材：商业
参考答案（答案仅供参考）
段落配对8：
27.   E人们应该减少工作时间
28.   C超时工作，会导致差的心情
29.   F人们可以放松休闲的具体例子
30.   C超时工作会显著降低工作效率
31.   A举例说明，超时工作的危害
32.   H一个美国人可以学习的好的例子（介绍了挪威的例子）
33.   D多休闲多购物的一个反面例子（介绍了阿联酋的例子）
34.   B如果美国人如此辛苦的工作，我们的地球会变成四个
 
作者配对6：（可能会有重复选项）
35.   B教授CJ认为，美国人工作超时严重
36.   A教授AR认为，政府应该减少工时，并保证不失业
37.   C教授WP认为，减少消费并不是不爱国（阿联酋的例子）
38.   A教授AR认为，美国人应该花更多的时间陪伴家人和朋友
39.   D教授ML认为，我们可以向其他国家学习（挪威的例子）
40. B教授CJ认为，美国人的工作效率非常高（一个地球变成四个地球的例子）