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1、聽力部分題目選自劍橋6Test 3Section 4Choose the correct letter A, B or C.1.According to the speaker, it is not clearA.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 breeding animals in N
2、eolithic 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 farmers could sail.B.Neolithic b
3、oats 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 potsB.The marks left on pots by grainsC.The patterns painted on the surface of potsComplete the sentences b
4、elow.Write NO MORE THAN TWO WORDS for each answer.STONE TOOLS1.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 the husbandry of livestock lead to _ in peoples life.3.In the final stages of axe-making, _ an
5、d _ were necessary for grinding and polishing, so a _ may not be considered to be a proper place.4.The transportation of axes indicated that there was a link between _ and _POTTERY MAKINGThecolonizersused clay to make pots.1.The _ of the pots was often polished to _.2.Clay from _ areas was generally
6、 used.3.Decoration was only put around the _ of the earlier pots.閱讀部分(20 min)Early Childhood EducationNew Zealands National Pony spokesman on education, Dr Lockwood Smith,recently visited the US and Britain. Here he reports on the findings of his tripand what they could mean for New Zealands educati
7、on policy.AEducation To 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, t
8、hats a real need; but since parents dont normally send children to pre-schools until the age of three, are we missing out on the most important years of all?BA 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to
9、understand about 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 clai
10、m that the human 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
11、.CIt is generally 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 program
12、me called 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.
13、 It is 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 re
14、turned to the same disadvantaged home environment.DAs 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 t
15、eachers. 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 f
16、irst 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 vis
17、iting 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
18、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 with
19、 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.EAt the age of three, the children who had been involved in the Missouri programme were evaluated along
20、side 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 development th
21、an 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 comprehension, verba
22、l 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 equally well re
23、gardless 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.FThese research findings a
24、re 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.The concept of w
25、orking 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.Education from the age o
26、f 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 1-4Reading Passage 1 has six sections, A-F.Which paragraph contain
27、s 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 programme2 reasons why a childs early years are so important3 reasons why an education programme failed4 a description of the positive outcomes o
28、f an education programmeQuestions 5-10Classify the following features ascharacterizingA theHeadstartprogrammeB the MissouriprogrammeC both theHeadstartprogrammeand the MissouriprogrammeDneither theHeadstartprogrammenor the MissouriprogrammeWrite the correct letter A, B, C or D in boxes 5-10 on your
29、answer sheet.5 was administered to a variety of poor and wealthy families6 continued with follow-up assistance in elementary schools7 did not succeed in its aim8 supplied many forms of support and training to parents9 received insufficient funding10 was designed to improve pre-schoolerseducational d
30、evelopmentQuestions 11-13Do the following statements agree with the information given in Reading Passage 1?In boxes 11-13 on your answer sheet, writeTRUEif the statement agrees with the informationFALSEif the statement contradicts the informationNOT GIVENif there is no information on this11 MostMiss
31、ouriprogrammethree-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others.12Missouriprogrammechildren of young, uneducated, single parents scored less highly on the tests.13 The richer families in theMissouriprogrammehad higher stress levels.寫作部分Write at
32、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 adult 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 i
33、n children should be encouraged.Others believe that children who are taught to co-operate rather than compete become more useful adults.Discuss 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
34、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 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 h
35、appening? What can governments do to help reduce the amount of rubbish produced?Give reasons for your answer and include any 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.Y
36、ou can make some notes to help you if wish.1.Describe a restaurant that you enjoyed going to.You should say:Where the restaurant wasWhy you chose this restaurantWhat type of food you ate in this restaurantAnd 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 ideaWhat your idea wasWho you told about your ideaAnd explain why you thought your idea would make an improvement.
雅思模擬檢測題from孫珊珊
