剑桥雅思9test2阅读Passage1完整练习【原文+题目+解析】

　　剑桥雅思9test2阅读Passage1完整练习【原文+题目+解析】!为了满足各位考生备考雅思阅读的需要，

　　You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

　　A. Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.

　　B. A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.

　　C. Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.

　　D. While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).

　　E. Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often find sounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.

　　F. The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.

　　G. Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.

　　H. The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to service. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.

　　I. A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.

　　Questions 1-6

　　Reading Passage 1 has nine sections, A-I.

　　Which section contains the following information?

　　Write the correct letter, A-I, in boxes 1-6 on your answer sheet.

　　1 an account of a national policy initiative

　　2 a description of a global team effort

　　3 a hypothesis as to one reason behind the growth in classroom noise

　　4 a demand for suitable worldwide regulations

　　5 a list of medical conditions which place some children more at risk from noise than others

　　6 the estimated proportion of children in New Zealand with auditory problems

　　Questions 7-10

　　Answer the questions below.

　　Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

　　Write your answers in boxes 7-10 on your answer sheet.

　　7 For what period of time has hearing loss in schoolchildren been studied in New Zealand?

　　8 In addition to machinery noise, what other type of noise can upset children with autism?

　　9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?

　　10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?

　　Questions 11 and 12

　　Choose TWO letters, A-F.

　　Write the correct letters in boxes 11 and 12 on your answer sheet.

　　The list below includes factors contributing to classroom noise.

　　Which TWO are mentioned by the writer of the passage?

　　A current teaching methods

　　B echoing corridors

　　C cooling systems

　　D large class sizes

　　E loud-voiced teachers

　　F playground games

　　Question 13

　　Choose the correct letter, A, B, C or D.

　　Write the correct letter in box 13 on your answer sheet.

　　What is the writer’s overall purpose in writing this article?

　　A to compare different methods of dealing with auditory problems

　　B to provide solutions for overly noisy learning environments

　　C to increase awareness of the situation of children with auditory problems

　　D to promote New Zealand as a model for other countries to follow

　　大家做完了上面的雅思阅读练习题之后一起来了解一下小编为大家分享的剑桥雅思9Test2 Passage1阅读部分的答案解析吧：

　　Question 1

　　参考译文：古老阶梯水井的例子在全世界范围内都能发现。

　　难度及答案：难度低;答案为FALSE

　　关键词： all over the world

　　定位原文: 第2段第1句“Unique to this region... ”阶梯水并是这个地区独有的。

　　解题思路: 原文说阶梯水井是这个地区独有的，题目说全世界都有，所以答案为FALSE。

　　Question 2

　　参考译文：除了收集水资源以外，阶梯水井达有很多功能。

　　难度及答案：难度低;答案为TRUE

　　关键词： functions

　　定位原文： 第2段第2句“During their heyday... ”在它们的全盛期，它们是聚集的场所， 是娱乐放松的场所，是除了底层阶级以外村民拜神的场所。

　　解题思路： 原文中介绍了很多功能，比如娱乐，所以答案为TRUE。

　　Question 3

　　参考译文: 德里(Delhi)现存的阶梯水井比其他地区发现的水井更具有吸引力。

　　难度及答案：难度低;答案为NOT GIVEN

　　关键词： Delhi

　　定位原文： 第2段第3句“Most stepwells…”大多数的阶梯水井被发现散落在吉拉特邦(他们称之为vov)和拉贾斯坦邦(他们称之为baori)的沙漠地带，还有少量的在德里发现。

　　解题思路：原文并没有对它们的吸引力做出比较，所以答案为not given。

　　Question 4

　　参考译文：工人们需要花费很多年才能够建设阶梯特色的水井。

　　难度及答案：难度低;答案为NOT GIVEN

　　关键词： workers

　　对应原文： 原文中没有备到关键词。

　　解题思路： 原文完全未提及，所以答案为NOT GIVEN。

　　Question 5

　　参考译文：一年当中，阶梯水井中露出水面的阶梯数目是会触变化的。

　　难度及答案：难度低;答案为TRUE

　　关键词： alter、course of a year

　　定位原文： 第3段第1句“As their name…”就像他们的名字所说的，阶梯水井由一系列 的石头台阶组成，这些石阶从地面下降到水源(通常是一个地下蓄水层)，因为它随着雨水后退。

　　解题思路： 原文中说，下雨的话，石阶会发生变化。由文中得知，这个变化也就是在石阶露出水面多少。后面一句话也可以看出有变化。When the water level...水面高的时候，取水的人只需要往下走几个台阶就好。

　　Question 6

　　参考译文: 一些阶梯水井的哪个部分可以为人们提供阴凉?

　　难度及答案: 难度低;答案为 pavilions

　　关键词: shade

　　定位原文: 第4段第3句“Built from…pavilions that sheltered visitors… ”由石头建造，梁柱支撑，其中还包括亭子，使得拜访者免受无情高温的炙烤。

　　解题思路： 原文中shelter可以为人们提供shade，所以答案为pavilions。

　　Question 7

　　参考译文: 文章中提到了在Rajasthan南部发生了哪一种恶劣的气候现象?

　　难度及答案：难度低;答案为drought

　　关键词： Rajasthan

　　定位原文： 第5段最后一句“Their condition... ”它们的状况并没有因近期的干旱期得以改善：拉贾斯坦邦的南部在1996年和2004年遭受了长达八年的干旱。

　　解题思路： 原文中的suffered (经历)替换了题目中的took place。

　　Question 8

　　参考译文: 现如今经常拜访阶梯水井的人群是谁?

　　难度及答案: 难度中等;答案为tourists

　　关键词: visitors、nowadays

　　定位原文: 最后1段第2句“Tourists flock to... ”旅行者们蜂拥而至印度西北遥远的角落里的水井，在惊奇中去凝视这些百年前的建筑传奇，这些传奇起着古老文明独创性和艺术性的暗示作用，也提醒着水对于人类生存的价值。

　　解题思路: 原文中这一段第一个词就是today, 所以是近期;原文中flock to “蜂拥而去” 对应着 frequent visitors。

　　Question 9

　　参考译文: Rani Ki Vav状态很好，尽管2001年有____.

　　难度及答案: 难度低;答案为earthquake

　　关键词: 2001

　　定位原文: 第7段最后一句“Incredibly...”难以置信的是，在2001年1月，这座古老的建筑在里氏震级7.6级的地震中得以保全。

　　解题思路： 所以原文说尽管2001年有地震，它的状况仍很好。

　　Question 10

　　参考译文：Surya Kund ___的台阶产生了一种几何模式。

　　难度及答案: 难度中等;答案为4/four sides

　　关键词： 1026 ; geometrical pattern

　　定位原文： 第8段第2句“lt actually... ”实际上它更像一个池塘(kund的意思是蓄水池 池塘)而不是一个水井，但是却展现了阶梯水井建筑的特点，包括它的四面部有通向底部的极好的几何学构造的台阶。

　　解题思路: 根据geometrical pattern可以定位在这—句，根据steps on 可以定位到 including four sides of steps，所以答案为 4/four sides。

　　Question 11

　　参考译文: Surya Kund与井比起来，看起来更加像____

　　难度及答案: 难度低;答案为tank

　　关键词: 1026, looks like

　　定位原文: 同第10题.

　　解题思路: 原文中resembles与题目中的looks like属于同义替换。

　　Question 12

　　参考译文: Chand Baori有___，它能够提供观看阶梯的视野。

　　难度及答案：难度中等;答案为verandas/verandahs

　　关键词： 850 AD 、 11 storeys、 provide a view of the steps

　　定位原文： 第10段最后一句“On the fourth side?. ”在第四面，由华丽的柱子支撑的游廊 可以俯瞰这些台阶。

　　解题思路： 原文中 overlook the steps 与题目中的 provide a view of the steps 属于同义替换。

　　Question 13

　　参考译文：Neemrana Ki Baori 有两个____层。

　　难度及答案： 难度低;答案为underwater

　　关键词： 1700、two

　　定位原文： 第11段第2句“Constructed in around 1700…”在大约1700年建造它有九层深，最后两层在水下。

　　解题思路： 找到了two，后面的underwater就是答案了。

　　以上为剑桥雅思9test2阅读Passage1完整练习【原文+题目+解析】内容，希望对大家备考雅思阅读有帮助。