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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.

  無論大人還是孩子都經常會遇到這樣的報道，那就是熱帶雨林正在以驚人的速度消失。打個比方，孩子們很容易就能理解這樣一個圖例，即平均每四十分鐘，也就是一節課的時間內，世界上就會有相當于一千個足球場大小的熱帶雨林遭到破壞。面對媒體頻繁且生動的報道，也許不需要任何正規的教育，孩子們就能夠形成一系列有關熱帶雨林的觀點：比如說雨林是什么，位置在哪里，為什么如此重要，又是什么在威脅它們等等。當然，這些觀點也很有可能是錯的。

  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于在學校里學到的科學知識心存誤解。這些誤解不是孤立存在的，而是組成了一個盡管多層面卻十分有條理的概念體系，這一點使得該體系本身及其所有的組成觀點更加難以攻破，有些觀點本身甚至就是錯誤的，但是也正是這樣，它們反而更容易被改動。這些錯誤觀點正是由于孩子們從大眾煤體上吸收了信息而形成的。有時連這些信息本身都是錯誤的。學校似乎也沒能夠給們提供一個再度闡述自己觀點的機會，因此寵師及其他學生也不能幫助其檢驗及糾正這種錯誤觀點。

  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.

  盡管媒體對于熱帶雨林所遭受的破壞做了大量的報道，但是有關孩子相關觀點的信息卻少之又少。所以，目前這項研究的目的就是要給教師提供這樣的信息來幫助他們設計自己的教學策略，以便幫助學生構筑正確的觀點，置換他們的錯誤概念，并在學校中展開環保研究項目。

  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.

  該項研究調査了孩子有關熱帶雨林的科學知識以及態度。研究要求一些中學生填寫一份包含了五個簡答題的調査表。對于第一個問題，最常見的解答就來自“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又潮又濕或悶熱的地方。第二個問題是關于雨林的地理位置的，大多數答案都提到了國名或洲名：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.

  第三道題目問及了熱帶雨林的重要性。百分之六十四的學生認為雨林為動物提供了棲身之所。較少的學生回答說雨林是植物的生長地。更少的學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為雨林是動物的家，而男孩子中只有百分之六十的人執此觀點。

  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。這些觀點與先前就學生對熱帶雨林的開發及保護狀況所做的研究的結果基本一致，該結果表明女生更容易表現出對小動物的同情，其觀點也更容易將內在價值觀基于動物而非人類生命上。

  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.

  第四個問題問到了熱帶雨林遭到破壞的原因。值得慶幸的是，過半的學生(百分之五十九)都認為是人類的行為導致了這一破壞，有人甚至用“我們”這樣的字眼將問題與自身聯系起來。大概有百分之十八的學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.

  百分之十的學生錯誤地認為是酸雨導致了雨林的破壞，還有百分之十的學生覺得污染才是罪魁禍首。看來學生們是將熱帶雨林所受的破壞與上述因素對西歐森林的毀壞混為一談了。百分之四十的學生認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誤解，那就是認為熱帶雨林的消失會減少大氣中氧氣的含量，最終導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.

  在被問及雨林保護的重要性時，大部分學生只是認為人類離開雨林就無法生存。只有寥寥百分之六的人提到熱帶雨林的消失會導致全球變暖。鑒于媒體對這個問題長篇累牘的報道，這樣的結果真是有點出人意料。還有些學生認為保不保護雨林根本無關緊要。

  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.

  研究結果表明，在學生們對雨林的觀點中，某些觀點明顯占上風。在有些問題上，比如說熱帶雨林是植物、動物及人類的棲息地以及天氣變化與雨林破壞之間的關系等，學生們的回答又表明了他們在一些基本科學知識上的誤區。

  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雜性。換言之，沒有任何跡象表明他們了解熱帶雨林對人類來講到底如何重要以及那些破壞行為背后所潛藏的復雜社會、經濟及政治因素。然而，值得欣慰的是，其他類似環保研究的結果表明，大孩子們已經具備了鑒賞、理解以及評價矛盾觀點的能力。而環保教育正是為這些能力的養成提供舞臺，這一點對于孩子們成為未來的政策制定者是至關重要的。

  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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