2019年10月19日雅思閱讀考試真題及答案1842

Section1青春期能力發(fā)展(重復(fù)19年4月13日第一篇文章，考試文章和部分題目稍有改動，真題僅供參考)Section2蜜蜂對于生態(tài)的重要性Section3可以參考：歷史教學(xué)新方法NewWaysofTeachingHistoryNewWaysofTeachingHistoryInatechnologyandmedia-drivenworld，it＇sbecomingincreasinglydifficulttogetourstudents'attentionsandkeepthemabsorbedinclassroomdiscussions.Thisgeneration，inparticular，hasbroughtauniquesetofchallengestotheeducationaltable.Whereasyouthareeasilyenrapturedbyhigh-definitiontelevision，computers，iPods，videogamesandcellphones，theyarelessthanenthralledbywhattothemareobsoletetextbooksandboringclassroomlectures.Thequestionofhowtoteachhistoryinadigitalageisoftencontentious.Ontheoneside，theoldguardthinkstheprofessionalstandardshistoryisinmortaldangerfromflash-in-the-panchallengesbythedistalthatareallshowandnotheotherSide，theselfstyled“disruptors”offerover-blownrhetoricabouthowdigitaltechnologyhaschangedeverythingwhilethemoribundprofessionobstructsallprogressinthenameofoutdatedideals.Atleast，that＇saparody(maybenotmuchofone)ofhowthedebateproceeds.Bothsupportersandopponentsofthedigitalsharemoredisciplinarycommongroundthaneitheradmits.Whenprovidedwithmerelyatextbookasasupplementallearningtool，testresultshaverevealedthatmoststudentsfailtopinpointthesignificanceofhistoricaleventsandindividuals.Fewerstillareabletociteandsubstantiateprimaryhistoricalsources.Whatdoesthissayaboutthewayoureducatorsarepresentinginformation？Thequotationcomesfromareportofa1917testof668Texasstudents.Lessthan10percentofschool-agechildrenattendedhighschoolin1917；today，enrollmentsarenearlyuniversal.Thewholeworldhasturnedonitsheadduringthelastcenturybutonethinghasstayedthesame：Youngpeopleremainwoefullyignorantabouthistoryreflectedfromtheirhistorytests.Guesswhat？Historiansareignoranttoo，especiallywhenweequatehistoricalknowledgewiththe＂Jeopardy＂Dailyatest，thosespecializinginAmericanhistorydidjustfine.Butthosewithspecialtiesinmedieval，EuropeanandAfricanhistoryfailedmiserablywhenconfrontedbyitemsaboutFortTiconderoga，theOliveBranchPetition，ortheQuebecAct—alltakenfromatypicaltextbook.Accordingtothetesters，theresultsfromtherecentNationalAssessmentinHistory，likescoresfromearliertests，showthatyoungpeopleare＂abysmallyignorant＂oftheirownhistory.InvokingthetragedyoflastSeptember，historianDianeRavitchhitchedherworriesaboutourfuturetotheideathatournation＇sstrengthisendangeredbyyouthwhodopoorlyonsuchtests.Butifshewerecorrect，wecouldhavegonedownthetubesin1917！Thereisahugedifferencebetweensaying＂Kidsdon'tknowthehistorywewantthentoknow＂andsaying＂Kidsdon＇tknowhistoryatall.＂Historicalknowledgeburrowsitselfintoourculturalporesevenifyoungpeoplecan＇tmarshalitwhenfacedbyamultiplechoicetest.Ifweweren'tsuchhypocrites(ormaybeifwewerebetterhistorians)we＇dhavetoadmitthattoday＇sstudentsfollowinourownfootsteps.Fortoolongwe＇vefantasizedthatbyrewritingtextbookswecouldchangehowhistoryislearned.Theproblem，however，isnotthecontentoftextbooksbuttheveryideaofthem.Nohumanmindcouldretaintheinformationcrammedintothesebooksin1917，anditcandonobetternow.Ifwehavelearnedanythingfromhistorythatcanbeappliedtoeverytimeperiod，itisthattheonlyconstantischange.Theteachingofhistory，oranysubjectforthatmatter，isnoexception.Thequestionisnolongerwhethertobringnewtechnologiesintoeverydayeducation；now，thequestioniswhichThereisahugedifferencebetweensaying＂Kidsdon'tknowthehistorywewantthentoknow＂andsaying＂Kidsdon＇tknowhistoryatall.＂Historicalknowledgeburrowsitselfintoourculturalporesevenifyoungpeoplecan＇tmarshalitwhenfacedbyamultiplechoicetest.Ifweweren'tsuchhypocrites(ormaybeifwewerebetterhistorians)we＇dhavetoadmitthattoday＇sstudentsfollowinourownfootsteps.Fortoolongwe＇vefantasizedthatbyrewritingtextbookswecouldchangehowhistoryislearned.Theproblem，however，isnotthecontentoftextbooksbuttheveryideaofthem.Nohumanmindcouldretaintheinformationcrammedintothesebooksin1917，anditcandonobetternow.Ifwehavelearnedanythingfromhistorythatcanbeappliedtoeverytimeperiod，itisthattheonlyconstantischange.Theteachingofhistory，oranysubjectforthatmatter，isnoexception.Thequestionisnolongerwhethertobringnewtechnologiesintoeverydayeducation；now，thequestioniswhichtechnologiesaremostsuitablefortherangeoftopicscoveredinjuniorhighandhighschoolhistoryclassrooms.Fortunately，technologyhasprovideduswithopportunitiestopresentourCivilWarlessonplansorourAmericanRevolutionlessonplansinavarietyofnewways.Teacherscaneasilytargetandengagethelearnersofthisgenerationbyeffectivelycombiningthestudyofhistorywithinnovativemultimedia-PowerPointandpresentationsinparticularcanexpandthescopeoftraditionalclassroomdiscussionbyhelpingteacherstoexplainabstractconceptswhileaccommodatingstudents*uniquelearningstyles.PowerPointstudyunitsthathavebeenpre-madeforhistoryclassroomsincludeallmannerofphotos，prints，maps，audioclips，videoclipsandprimarysourceswhichhelptomakelearninginteractiveandstimulating.Presentinglessonsintheseenticingformatshelpstechnology-drivenstudentsretainthehistoricalinformationthey＇llneedtoknowforstandardexams.WhetheryouarecoveringRevolutionaryWarlessonplansorWorldWarIIlessonplans，PowerPointstudyunitsareavailableinformatstosuittheneedsofyourclassroom.MultimediateachinginstrumentslikePowerPointsoftwarearegettingpositiveresultstheworldover，framingconventionallectureswithcaptivatingwritten，auditoryandvisualcontentthathelpsstudentsrecallnames，datesandcausalrelationshipswithinahistoricalcontext.Historycontinuestoshowusthatnewtimesbringnewrealities.Educationisnoexceptiontotherule.Thequestionisnotwhethertobringtechnologyintotheeducationalenvironment.Rather，thequestioniswhichtechnologiesaresuitableforU.S.andworldhistorysubjects，fromCivilWarlessonplanstoWorldWarIIlessonplans.Whetheryou'recoveringyourAmericanRevolutionlessonplansoryourColdWarlessonplans，PowerPointpresentationsareavailableinpre-packagedformatstosuityourclassroom＇sneeds.Meanwhile，someacademichistoriansholdadifferentviewontheuseoftechnologyinteachinghistory.OnereasontheyholdisthatnotallfactscanberecordedbyfilmorvideosandliteratureisrelativelyfeasibleinthiscaseherchallengetheyhavetobefacedwithisthepainfulprocesstolearnnewtechnologylikethemakingofPowerPointandtheeditingofaudioandvideoclipswhichisalsoreasonableespeciallytosomeelderlyhistorians.QuestionReadingthispassagehaseightparagraphs，A-GChoosingthecorrectheadingforparagraphsA-GfromthelistofheadingbelowWritetheappropriatenumber，i-x，inboxes28-34onyouranswersheetListofHeadingsunavoidablechangingfactstobeconsideredwhenpickinguptechnologymeansAdebatableplacewherethenewtechnologiesstandinforhistoryteachingHardtoattractstudentsintraditionalwaysofteachinghistoryDisplayoftheuseofemergingmultimediaasleachingtoolsBothstudentsandprofessionalsascandidatesdidnotproducedecentresultsAgoodconcreteexampleillustratedtoshowhowmultimediaanimatesthehistoryclassThecomparisonsofthenewtechnologiesappliedinhistoryclassEnormousbreakthroughsinnewtechnologiesResistanceofusingnewtechnologiesfromcertainhistorianDecisionsneededonwhichtechniquetobeusedforhistoryteachinginsteadofimprovementinthetextbooksParagraphAParagraphBParagraphCParagraphDParagraphEParagraphFParagraphGQuestion35-37DothefollowingstatementsagreewiththeinformationgiveninReadingPassage？Inboxes35-37onyouranswersheet，writeYESifthestatementistrueNOifthestatementisfalseNOTGIVENiftheinformationisnotgiveninthepassageModempeopleare