剑桥雅思阅读原文+答案解析分享

　　大部分备考雅思考试的考生在备考的过程中都比较喜欢使用剑桥雅思系列资料，为了便于大家更好的备考雅思阅读，小编为大家带来了剑桥雅思阅读原文+答案解析分享，大家在备考雅思阅读的过程中要多加练习。

　　剑桥雅思阅读原文：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

　　剑桥雅思阅读答案解析Question 1

　　答案： H

　　关键词： national policy

　　定位原文: H段第1句“The New Zealand Government…”

　　解题思路: 这一段的首句就以一种叙事口吻向考生交代了新西兰全国上下正在开展的一场为残疾人服务的战略，该句含义为“新西兰政府已经制定出一项‘新西兰残疾人事业发展战略’，并开始进入广泛咨询意见的阶段。”此外，在该段其他语句中也提到the strategy recognises..., Objective 3...is to provide...等信息，非常符合题干中account一词的含义。

　　Question 2

　　答案： C

　　关键词： global team

　　定位原文： C段最后一句“The International Institute of…”

　　解题思路： 这句含义为“在世界卫生组织的建议下，国际噪声控制工程学会(I-INCE)成立了一个国际工作小组来”，这句话中international可以对应题干中的global, 而working party可以对应team。这是对应关系非常明显的一道题目。

　　Question 3

　　答案： B

　　关键词： hypothesis, reason, growth in classroom noise

　　定位原文： B段第3句“Nelson and Soil have also suggested...”

　　解题思路： 在该段首句中就出现了classroom noise这个词，因此该段有可能就是本题的对应段落。在接下来的叙述Nelson and Soil have also suggested...中，suggest一词可以对应题干中的 hypothesis 后一句中的This all amounts to heightened activity and noise levels，与题干中的 one reason相对应。

　　Question 4

　　答案： I

　　关键词： worldwide regulations

　　对应原文： I 段最后一句“It is imperative that the needs…”

　　解题思路： 全文只有此句中提及国际标准，含义为“今后在制定和颁布国际标准时，必须把这些孩子的需求考虑进去。”句中的international应题干中的worldwide，standards对应题干中的regulations。这道题属于考点明晰、词语替换幅度也不大的简单题型。

　　Question 5

　　答案： D

　　关键词： medical conditions，more at risk

　　定位原文： D段第1句“… those with a disability that affects…”

　　解题思路： 该段第一句话就明确说出了题干中的意思。While引导让步状语从句，不必细看，直接跳到主句，those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable，含义为“那些在语言沟通方面有障碍的孩子们显然是噪音的更大受害者”; disability that affects their processing of speech and verbal communication对应题干中的medical conditions, extremely vulnerable对应题干中的more at risk。此外，下文罗列出的hearing impairment, autistic spectrum disorders and attention deficit disorders可与a list of medical conditions相对应 。

　　Question 6

　　答案: A

　　关键词: proportion, with auditory problems

　　定位原文: A段最后一句“The New Zealand…”

　　解题思路： 此题相对来说比较简单，看到题干中proportion“比例”一词，马上扫描文章，寻找带有百分比的段落。显然，只有A段最后一句带有明显的百分比。接着需要验证百分比所在的句子是否在讲新西兰听力残障患儿的比例，然后确认选择就可以了。该句中affected by hearing loss与题干中的with auditory problems相对应。

　　Question 7

　　答案： two decades

　　关键词： For what period of time, been studied

　　定位原文： A段最后一句“The New Zealand Ministry of Health…”

　　解题思路： 在这句话中，有的考生会认为答案是over two decades,他们会把 over翻译成“超过”。实际上，在雅思阅读中，over大多数情况下是 during的意思，表示“在某段时间内”。况且此处若填over two decades，也不符合题目要求。故正确答案为two decades，注意复数形式。

　　Question 8

　　答案: crowd (noise)

　　关键词: machinery noise, autism

　　定位原文: E段倒数第3句“Autistic…”

　　解题思路: 此题的难度就是对应点和上一题离得太远，不太好找。但是考生如果能循着autism(自闭症)这个词，同时再留意一下它的变形，如 autistic, 就能快速定位到E段首句Autism这个词，然后找到such as和the noise generated by machinery。这样就不难推出正确答案就是和the noise generated by machinery并列的 crowd noise。

　　Question 9

　　答案: invisible (disabilities/disability)

　　关键词: term, schoolchildren which have not been diagnosed

　　定位原文: G段倒数第2句“It is…”

　　解题思路： 根据顺序原则，可以大概判断出此题应该在E段以后的段落出现，而term一词是“术语”的意思，一般对应文中特殊字体或加引号的词。按这个思路找下去，很快可以找到G段倒数第二行的引号。 接下来只需判断一下在引号周围的内容是否是在谈which have not been diagnosed。文中提到…many undiagnosed children exist in the education system with‘ invisible’disabilities，undiagnosed一词即使不认识也可以根据构词法利用前缀un猜测为“未经的”，完全可以与题目have not been diagnosed对应。故正确答案为invisible (disabilities/disability )。

　　Question 10

　　答案: Objective 3

　　关键词： What part, New Zealand Disability Strategy, equal opportunity

　　定位原文： H段第3句“Objective 3…”

　　解题思路: 首先利用大写New Zealand Disability Strategy定位到H段，然后开始寻找equal opportunity，很快将目标锁定在第六行末尾处。读完这个词所在的整句话，不难发现是这个战略中的Objective 3专门针对平等机会问题。故正确答案为Objective 3。

　　Question 11 & Question 12

　　答案: A C (in either order)

　　关键词: factors contributing to classroom noise

　　定位原文: B段，参见详细的解题思路解析

　　解题思路: 选项A：当今教学方式——B段第二行出现的Modem teaching practices以及第五行出现的...recent trends in learning...都可以对应该选项。故选项A正确;选项B：走廊回音——没有提到，不要因为B段第三行提到poor classroom acoustics就联想是这个选项，这只是指教室中的音响效果差;选项C：制冷系统 ——第三行中提到…mechanical means of ventilation such as air-conditioning, 指空调通风口产生的噪音。故选项C正确;选项D：班级学生数量太多——完全未提及;选项E：老师声音洪亮——文中只是提到老师，但是没有说老师声音洪亮;选项F：操场游戏——完全没有提到。

　　Question 13

　　答案： C

　　关键词： overall purpose

　　定位原文： I 段

　　解题思路： 题目：作者写本文的主要目的是什么?A. 比较应对听觉障碍的不同措施;

　　B.为过分嘈杂的学习环境提供解决方法;C提高对听觉障碍儿童现状的关注;D把新西兰作为其他国家学习的榜样。首先排除D,因为I段前两句话表明新西兰实际上要效仿其他国家，而不是被其他国家效仿，这个选项与文中信息矛盾。接着I段提到：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…这句话明确表示本文的目的是让更多人关注听觉障碍儿童的现状。故正确答案是C。

　　以上是小编为大家分享的剑桥雅思阅读原文+答案解析分享，希望能够对大家在备考的过程中加强雅思阅读练习有帮助。