2021年8月28日雅思閱讀考題回顧

　　今天小編帶大家回顧一下8月28日的雅思閱讀考題，本周六即將考試的同學可以多看看哦，雅思閱讀備考上有困難的同學隨時歡迎了解朗閣的雅思閱讀課程哦。

　　P1 食物保存

　　P2 藝術

　　P3 加拿大雙語教學

　　朗閣講師點評

　　1. 本場考試的整體稍難

　　2. 整體分析：涉及生物類(P3)，藝術類(P2)以及語言類(P1)。

　　本次考試題型組合均為劍橋真題常規題型組合，難度主要集中在passage 2。

　　3.部分答案及參考文章：

　　Passage 1 食物保存

　　文章內容待回憶

　　題型組合：待回憶

　　Passage 2：藝術

　　文章內容待回憶

　　題型組合：待回憶

　　Passage 3：加拿大雙語教學

　　參考答案：

　　27-30 單選

　　27. C

　　28. A

　　29. B

　　30. D

　　31-35 總結

　　31. I

　　32. D

　　33. J

　　34. F

　　35. C

　　36-40 判斷

　　36. Y

　　37. NG

　　38. N

　　39. NG

　　40. Y

　　參考文章：

　　The significant role of mother tongue in education

　　A One consequence of population mobility is an increasing diversity within schools . To illustrate , in the city of Toronto in Canada ,58% of kindergarten pupils come from homes where English is not the usual language of communication . schools in Europe and North America have experienced this diversity for years , and educational policies and practices vary widely between countries and even within countries . some political parties and groups search for ways to solve the problem of diverse communities and their integration in schools and society . however , they see few positive consequences for the host society and worry that this diversity threatens the identity of the host society . consequently , they promote unfortunate educational policies that will make the “ problem " disappear . if students retain their culture and language , they are viewed less capable of identifying with the mainstream culture and learning the mainstream language of the society .

　　B The challenge for educators and policy - makers is to shape the evolution of national identity in such a way that the rights of all citizens ( including school children ) are respected , and the cultural , linguistic , and economic resources of the nation are maximized . to waste he resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self - interest . A first step in providing an appropriate education for cultural and linguistically diverse children is to examine what the existing research says about the role of children ’ s mother tongue is their educational development .

　　C In fact , the reach is very clear when children continue to develop their abilities in two or more languages throughout their primary school , they gain a deeper understanding of language and how to use it effectively . they have more practice in processing language , especially when they develop literacy in both . more than 150 research studies conducted during the past 35 years strongly support what Goethe , the famous eighteenth - century German philosophy , once said : the person who knows only one language does not truly know that language . Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages .

　　D The level of development of children ’ smother tongue is a strong predictor of their second language development . Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language . when parents and other caregivers ( e.g. grand - parents ) are able to spend time with their children and tell stories or discuss issues with them in a way that develop their mother tongue , children come to school well - prepared to learn the school language and succeeded ineducationally . Children ’ s knowledge and skills transfer across languages from the mother tongue to the school language . Transfer across languages can be two ways : both languages nurture each other when the educational environment permits children access to both languages .

　　E Some educators and parents are suspicious of mother tongue - based teaching programs because they worry that they take time away from the majority language . For example , in a bilingual program where 50% of the time is spent through children ’ s home language and 50%through the majority language , surly children won ’ t progress as far in the latter ? One of the most strongly established findings of educational research , however , is that well - implemented bilingual programs can promote literacy and subject - matter knowledge in a majority language . Within Europe , the Foyer program in Belgium , which develops children ' s speaking and literacy abilities in three languages ( their mother tongue , Dutch and French ), most clearly illustrates the benefits of bilingual and trilingual education ( see Cummins ,2000).

　　F It ’ s easy to understand how this happens . When children are learning through a minority language , they are learning concepts and intellectual skills too . Pupils who know how to tel the time in their mother tongue understand the concept of telling time . In order to tell time in the majority language , they do not need to re - learn the concept . Similarly , at more advanced stages , there is a transfer across languages in other skills such as knowing how to distinguish the main idea from the supporting details of a written passage or a story , and distinguishing fact from opinion . Studies of secondary school pupils are providing interesting findings in this area , and it would be worth extending this research .

　　G Many people marvel at how quickly bilingual children seem to “ pick up ” conversation skills in the majority language at school (also it takes much longer for them to catch up with native speakers in academic language skills). However , educators are often much less aware of how quickly children can loss their ability to use their mother tongue , even in the home context . The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in their neighborhood . Where the mother tongue idea used extensively in the communities are not concentrated in particular neighborhoods , children can lose their ability to communicate in their mother tongue within 2-3 years of starting school . They may retain receptive skills in the language but they will use the majority language in speaking with their peers and siblings and in responding to their parents . By the time children become adolescents ,he linguistic division between parents and children has become an emotional states.

　　考試建議

　　1. 本場考試話題類型多樣，整體文章較難，難度主要集中在passage 2。考生在做題時需要重點關注相關出題句的理解，盡量避免其他非考點信息的影響。選擇類的題目比較難定位的時候適當結合排除法做題，在相對精準的出題范圍內找到相關同義轉換即為答案。同義轉換是每個題型的考查重點，平時刷題時務必要堅持積累。篇章題型組合做題順序同樣要注意分析清楚，保證做題思路清晰。

　　2. 下場考試的話題可能有關教育類和生物類。

　　3. 重點瀏覽2014到2018年機經。