为了方便大家对1月7日的雅思考试进行备考，小编为大家带来了2017年1月7日雅思小范围预测，希望能够对大家进行雅思考试前的冲刺有帮助，一起来具体的了解一下小编为大家分享的
2017年1月7日雅思小范围预测听力部分
第一部分重点场景：租房场景、旅游场景
第二部分重点场景：作业讨论、课外活动
第三部分重点场景：作业讨论
第四部分重点场景：科普物品
以上是小编为大家分享的2017年1月7日雅思听力小范围预测。为了便于大家更好的进行雅思听力部分的备考，小编为大家准备了一些雅思听力原文资料，供大家进行参考：
New staff at theatre
Questions 11 and 12
Choose TWO letters, A-E.
Which TWO changes have been made so far during the refurbishment of the theatre?
A Some rooms now have a different use.
B A different type of seating has been installed.
C An elevator has been installed.
D The outside of the building has been repaired.
E Extra seats have been added.
Questions 13 and 14
Choose TWO letters, A-E.
Which TWO facilities does the theatre currently offer to the public?
A rooms for hire
B backstage tours
C hire of costumes
D a bookshop
E a cafe
Questions 15 and 16
Choose TWO letters, A-E.
Which TWO workshops does the theatre currently offer?
A sound
B acting
C making puppets
D make-up
E lighting
Choose the correct letter, A, B or C.
Rocky Bay field trip
21 What do the students agree should be included in their aims?
A factors affecting where organisms live
B the need to preserve endangered species
C techniques for classifying different organisms
22 What equipment did they forget to take on the Field Trip?
A string
B a compass
C a ruler
23 In Helen’s procedure section, Colin suggests a change in
A the order in which information is given.
B the way the information is divided up.
C the amount of information provided.
24 What do they say about the method they used to measure wave speed?
A It provided accurate results.
B It was simple to carry out.
C It required special equipment.
25 What mistake did Helen make when first drawing the map?
A She chose the wrong scale.
B She stood in the wrong place.
C She did it at the wrong time.
26 What do they decide to do next with their map?
A scan it onto a computer
B check it using photographs
C add information from the internet
Questions 27 and 28
Choose TWO letters, A-E.
Which TWO problems affecting organisms in the splash zone are mentioned?
A lack of water
B strong winds
C lack of food
D high temperatures
E large waves
Questions 29 and 30
Choose TWO letters, A-E.
Which TWO reasons for possible error will they include in their report?
A inaccurate records of the habitat of organisms
B influence on behaviour of organisms by observer
C incorrect identification of some organisms
D making generalisations from a small sample
E missing some organisms when counting
2017年1月7日雅思小范围预测口语部分
Flower- 喜欢花儿么，家里种花了没，一般什么时候送花，花有啥特殊含义 ?
Walking- 喜欢步行么，不行去上学 / 上班么，步行的有趣经历。
Singing- 喜欢唱歌么，中国人喜欢么，小时候学过唱歌么 ?
Teacher- 最喜欢的老师是哪个，以后想当老师么，有没有教过别人的经历 ?
Outdoor activity- 喜欢户外运动么，小孩子该去户外活动么，喜欢晴天么，天气不好一般干嘛 ?
Hat- 一般什么时候戴帽子，在中国一般什么时候戴帽子，为啥有人不喜欢戴 ?
What do you do with photos you take? [Why/Why not?]
When you visit other places, do you take photos or buy postcards? [Why/Why not?]
Do you like people taking photos of you? [Why/Why not?]
Photographs
What type of photos do you like taking? [Why/Why not?]
What do you do with photos you take? [Why/Why not?]
When you visit other places, do you take photos or buy postcards? [Why/Why not?]
Do you like people taking photos of you? [Why/Why not?]
2017年1月7日雅思小范围预测阅读部分
大家在备考2017年1月7日雅思阅读时可以对以下先关的阅读题目进行练习：噪音的影响、儒艮、澳洲能源、苏梅克9号慧星、生态旅游、过山车、失落城市、新手与专家、性格与人际关系。
以上是关于2017年1月7日雅思阅读小范围预测，本文小编为大家带来了一篇阅读题目，供大家进行练习和检验自己的备考情况：
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 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.
2017年1月7日雅思小范围预测写作部分
1、Some people say that children should obey the rules of their parents and teachers, while other people think children will not be well-prepared for their adult life if they are given too much control. Discuss in both sides and give your opinion.
2、、Environmental problem is too big for individual countries and individual people to address. In other words, we have reached the stage where the only way to protect the environment is at an international level. To what extent do you agree or disagree with this opinion?
3、、Many people say that we have developed into a “throw-away” culture, because we are filling up our environment with so many plastic bags and rubbish that we cannot fully dispose of. To what extent do you agree with this opinion and what measures can you recommend reducing this problem?
4、Many employees may work at home with the modern technology. Some people claim that it can benefit only the workers, not the employers. Do you agree or disagree?
5、 Some people think that parents should teach children how to be good members of society. Others, however, believe that school is the place to learn this.
Discuss both views and give your own opinion.
以下是小编为大家带来的一篇范文,一起来了解一下：
Children's education has long been our concern since Plato once uttered, "Education is where a country should start at." However, it is still a controversial issue after all these years among people who are particularly concerned about it. Some people believe that it is parents' responsibility to cultivate their kids to be fully aware of what a social being should look like; others, whereas, argue that schools should take over this for the ultimate goal. In this essay, I would put this issue in question and further analyse both sides before presenting my personal perspective.
On one hand, parents, as the first touchers of their kids, should tell them how to differentiate right from wrong. Given the time parents spend with their kids, they can be more likely to observe everyday change of their children. As a result of this, they are accountable for how their children normally behave in reality. More importantly, considering the fact that people according to their social being are usually placed into diverse norms, parents, as a family, as a part of community and as individuals in the society, should appropriately behave in action so as to deliver a message to their kids in which what should be respected and cherished in lives is highly highlighted.
On the other hand, academic institutions should take the responsibility for educating students to be entirely ready to enter the society. After leaving parents for schools, kids almost devote their most prime time at schools with their peels, their friends and their teachers; therefore, schools ought to put much emphasis on their growth as a person. Consequently, students could learn what they cannot acquire from home, such as communicative skills, understanding of various cultures etc.
From what was previously well stated, my point of view can be generated that parental education should be highly cooperated with formal education in the process of a child's growth. What contribute to a person to become an entity are interpersonal skills and intrapersonal qualities; however, as for the parental education and formal education, the ultimate goal of a person which is to be taught to be a proper member of society cannot be fulfilled without either one of these.
以上是小编为大家分享的2017年1月7日雅思小范围预测，希望能够对大家有帮助。