C4T1P1 阅读原文

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Questions

Questions 1-8

Do the following statements agree with the information given in Reading Passage 1?

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 rain forests.

Question 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. 

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 rain forests?
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 rain forests.
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

解题思路

1. 先不看文章本身，看题型来判断是顺序题or乱序题，优先做顺序题，再做乱序题
题型1：T/F/NG，一共有8道题，所以，这里应该是顺序题，但里面也经常会穿插几个乱序的题目，要注意
题型2：Matching，matching题一般都是乱序题
题型3：总结题，总结整段的中心思想，毫无疑问，绝壁最后做

2. 确定做题的顺序
T/F/NG --> Matching --> Summary。在题目中找keyword，然后文中找对应的词。

4. 先看判断题的keyword

1. The plight of the rainforests has largely been ignored by the media.
plight不知道什么意思，猜吧。估计是重要性之类的
2. Children only accept opinions on rainforests that they encounter in their classrooms.
这里先立一个FLAG，一般碰到 only，all 这种词，90%都是FALSE，这里先做一个标记，后面验证

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 rain forests.

5. 接下来是matching的keywords，这里需要做一些预判

9. What was the children’s most frequent response when asked where the rainforests were?
Expect --> 热带雨林的地点，也有可能是动作（比如懵逼）

10. What was the most common response to the question about the importance of the rain forests?
Expect --> 对重要性的描述，比如空气质量，环境保护等

11. What did most children give as the reason for the loss of the rainforests?
Expect --> 气候，砍伐等

12. Why did most children think it important for the rainforests to be protected?
exp --> 类似于上面

13. Which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and television?
Exp --> 不知道，空着

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开始根据keyword扫读课文，先看下Q1和Q2两道题的关键字，

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.（For example的句子直接跳过不看） In the face of the frequent and often vivid media （找到了media这个字，提高警惕，看看是否和Q1匹配）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.（貌似没有ignore之类的字眼，但是这里说了，小朋友可以在媒体上学到知识，并且是 independent 于正式课堂教育的，所以Q2立下的FLAG生效了，Q2的答案是 ×） It is also possible that some of these ideas will be mistaken.

OK，解决了Q2，那Q1呢？Q1应该是在Q2前面的，题目中又说了plight被忽略，回去找第一句，里面有“频繁的面对这个问题”，那就不应该是ignore，所以Q1的答案我tmd也填 ×

Many studies have shown that children harbor misconceptions about ‘pure’（找到了Q3关键字，然后misconception是题目中mistaken view的同义转换，所以Q3填√，接下来回去找Q4的关键字，继续向下找）, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework（Q4关键字）, making it and the component ideas, some of which are erroneous, more robust（更健壮，所以不是easier to change，Q4填 ×，回去看Q5关键字，顺便瞄一眼配对题的关键字） 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.

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 programs in environmental studies in their schools.（这段貌似没看到啥东西）

The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire（貌似是Q5关键字） containing five open-form questions（开放形式的问题，而不是Yes/No问题，所以Q5是 ×）. 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（Q9关键字，where are rainforests）. The commonest responses were continents or countries: Africa (given by 43%of children), South America (30%), Brazil (25%)（Q9的答案，Q9选 M）. Some children also gave more general locations, such as being near the Equator.（这是Q9的干扰项，答案C可以划掉）

继续，Q6的关键词是destruction，Q10的关键词是importance

Responses to question three concerned the importance（Q10） of rainforests. The dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats（64%的答案，所以Q10选E）. Fewer students responded that rainforests provide plant habitats（F选项，为干扰项，划掉）, and even fewer mentioned the indigenous populations of rainforests. More girls (70%)（Q6 里提到了more girls，但关键词是destruction，和这里不相干） than boys (60%) raised the idea of rainforest as animal habitats.

继续，Q6的关键词是destruction，Q11的关键词是loss of rainforest

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.（这段貌似没啥用）

The fourth question concerned the causes of the destruction of rainforests（Q6，Q11共用关键词）. Perhaps encouragingly, more than half of the pupils (59%) identified that it is human activities（Q11答案，G） which are destroying rainforests, some personalizing the responsibility by the use of terms such as ‘we are’. About 18% of the pupils referred specifically to logging activity.

One misconception（Q6关键词）, 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（配对题的B选项，为干扰项，划掉）. 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.

这两段结束了，提到了destruction of rainforest，也提到了misconception，但没有提到girls/boys所持观点的比例，所以Q6，填 NOT GIVEN

继续，Q7关键词，某stduy，Q12关键词 important for the rainforests to be protected

In answer to the final question about the importance of rainforest conservation（Q12关键词）, the majority of children simply said that we need rainforests to survive（Q12选P）. Only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. This is surprising（有点像Q13的关键词，出乎意料的不寻常，回配对题看看有没有关于global warming的选项，发现是 J） considering the high level of media coverage on this issue. Some children expressed the idea that the conservation of rainforests is not important.

The results of this study（Q7关键词） suggest that certain ideas predominate in the thinking of children about rainforests（understanding about rainforest，Q7填 √）. 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.

Q8关键词，second study，planned，primary school，没发现，Q8，填 NG

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.

最后，Q14，summary题，本篇通篇都在讲小学生们对5个问题的回答，及对答案的分析，所以选B

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最后，对一下答案，看错了几个

判断题，1~8
False，False，True，False（True）
False，NG，    True，NG

配对题，9~13
M，E，G，P，J

总结题，14
B

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错题解析

妈的，第四题错了

These misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework（Q4关键字）, making it and the component ideas, some of which are erroneous,more robust（这里指的是 some of which，not all）but also accessible（易接近的，有easier的意思） to modification.