雅思阅读测试题
Reading
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-14 which are based on Reading Passage 1 on pages 9 and 10. Spider silk cuts weight of bridges
A strong, light bio-material made by genes from spiders could transform construction and
industry
A Scientists have succeeded in copying the silk-producing genes of the Golden Orb Weaver spider and using
them to create a synthetic material which they believe is the model for a new generation of advanced bio-materials. The new material, biosilk, which has been spun for the first time by researchers at DuPont, has an enormous range of potential uses in construction and manufacturing.
B The attraction of the silk spun by the spider is a combination of great strength and enormous elasticity,
which man-made fibres have been unable to replicate. On an equal-weight basis, spider silk is far stronger than steel and it is estimated that if a single strand could be made about 10m in diameter, it would be strong enough to stop a jumbo jet in flight. A third important factor is that it is extremely light. Army scientists are already looking at the possibilities of using it for lightweight, bullet-proof vests and parachutes.
C For some time, biochemists have been trying to synthesize the drag-line silk of the Golden Orb Weaver.
The drag-line silk, which forms the radial arms of the web, is stronger than the other parts of the web and some biochemists believe a synthetic version could prove to be as important a material as nylon, which has been around for 50 years, since the discoveries of Wallace Carothers and his team ushered in the age of polymers.
D To recreate the material, scientists, including Randolph Lewis at the University of Wyoming, first
examined the silk-producing gland of the spider. “We took out the glands that produce the silk and looked at the coding for the protein material they make, which is spun into a web. We then went looking for clones with the right DNA,” he says.
E At DuPont, researchers have used both yeast and bacteria as hosts to grow the raw material, which they
have spun into fibres. Robert Dorsch, Dupont?s director of biochemical development, says the globules of protein, comparable with marbles in an egg, are harvested and processed. “We break open the bacteria, separate out the globules of protein and use them as the row starting material. With yeast, the gene system can be designed so that the material excretes the protein outside the yeast for better access,” he says.
F “The bacteria and the yeast produce the same protein, equivalent to that which the spider uses in the drag
lines of the web. The spider mixes the protein into a water-based solution and then spins it into a solid fibre in one go. Since we are not as clever as the spider and we are not using such sophisticated
are then spun to push the material through small holes to form the solid fibre.”
G Researchers at DuPont say they envisage many possible uses for a new biosilk material. They say that
earthquake-resistant suspension bridges hung from cables of synthetic spider silk fibres may become a reality. Stronger ropes, safer seat belts, shoe soles that do not wear out so quickly and tough new clothing are among the other applications. Biochemists such as Lewis see the potential range of uses of biosilk as almost limitless. “It is very strong and retains elasticity, there are no man-made materials that can mimic both these properties. It is also a biological material with all the advantages that has over petrochemicals,”
he says.
H At DuPont?s laboratories, Dorsch is excited by the prospect of new super-strong materials but he warns
they are many years away. “We are at an early stage but theoretical predictions are that we will wind up with a very strong, tough material, with an ability to absorb shock, which is stronger and tougher than the man-made materials that are conventionally available to us,” he says.
I The spider is not the only creature that has aroused the interest of material scientists. They have also
become envious of the natural adhesive secreted by the sea mussel. It produces a protein adhesive to attach itself to rocks. It is tedious and expensive to extract the protein from the mussel, so researchers have already produced a synthetic gene for use in surrogate bacteria.
Questions 1-5
The passage has nine paragraphs A-I
Which paragraph contains the following information?
Write the correct letter A-I in boxes 1-5 on your answer sheet.
1 a comparison of the ways two materials are used to replace silk-producing glands
2 predictions regarding the availability of the synthetic silk
3 on-going research into other synthetic materials
4 the research into the part of the spider that manufactures silk
5 the possible application of the silk in civil engineering
Questions 6-11
Complete the flow chart below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 6-11 on your answer sheet.
Synthetic gene growth in 6………………..or 7………………
globules of 8……………….
dissolved in 9………………
passed through 10……………
to produce 11………………Questions 12-14
Do the following statements agree with the information given in Reading Passage 1?
In boxes 12-14 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
12 Biosilk has already replaced nylon in parachute manufacture.
13 The spider produces silk of varying strengths.
14 Lewis and Dorsch co-operated in the synthetic production of silk.
READING PASSAGE 2
You should spend about 20 minutes on Questions 15-27 which are based on Reading Passage 2 on pages 13 and 14.
TEACHING IN UNIVERSITIES
In the 19th century, an American academic, Newman, characterised a university as: “a place of teaching universal knowledge…(a place for) the diffusion and extension of knowledge rather than its advancement.”
Newman argued that if universities were not for teaching but rather for scientific discovery, then they would not need students.
Interestingly, during this century, while still teaching thousands of students each year, the resources of most universities have been steadily channelled away from teaching into research activities. Most recently, however, there have been strong moves in both North America and the United Kingdom to develop initiatives that would enhance the profile of the teaching institutions of higher education. In the near future, therefore, as well as the intrinsic rewards gained from working with students and the sense that they are contributing to their overall growth and development, there should soon be extrinsic rewards, in the form of job promotion, for those pursuing academic excellence in teaching in universities.
In the future, there will be more focus in universities on the quality of their graduates and their progression rates. Current degree courses, whose assessment strategies require students to learn by rote and reiterate the course material, and which do not require the student to interact with the material, or construct a personal meaning about it or even to understand the discipline, are resulting in poor learning outcomes. This traditional teaching approach does not take into account modern theories of education, the individual needs of the learner, nor his or her prior learning experience.
In order for universities to raise both the quality and status of teaching, it is first necessary to have some kind of understanding of what constitutes good practice. A 1995 report, compiled in Australia, lists eight qualities that researchers agree are essential to good teaching.
Good teachers…
A are themselves good learners-resulting in teaching that is dynamic, reflective and constantly evolving as
they learn more and more about teaching;
B display enthusiasm for their subject and desire to share it with their students;
C recognize the importance of context and adjust their teaching accordingly;
D encourage deep learning approaches and are concerned with developing their students? critical thinking
skills, problem-solving skills and problem-approach behaviours;
E demonstrate an ability to transform and extend knowledge, rather than merely transmit it;
F recognise individual differences in their students and take advantage of these;
G set clear goals, use valid assessment techniques and provide high-quality feedback to their students;
H show respect for, and interest in, their students and sustain high expectations of them.
needs of the marketplace. Because in many academic disciplines the body of relevant knowledge is growing at an exponential rate, it is no longer possible, or even desirable, for an individual to have a complete knowledge base. Rather, it is preferable that he or she should have an understanding of the concepts and the principles of the subject, have the ability to apply this understanding to new situations and have the wherewithal to seek out the information that is needed.
As the world continues to increase in complexity, university graduates will need to be equipped to cope with rapid changes in technology and to enter careers that may not yet be envisaged, with change of profession being commonplace. To produce graduates equipped for this workforce , it is essential that educators teach in ways that encourage learners to engage in deep learning which may be built upon in the later years of their course, and also be transferred to the workplace.
The new role of the university teacher, then, is one that focuses on the students?learning rather than the instructor?s teaching. The syllabus is more likely to move from being a set of learning materials made up of lecture notes, to a set of learning materials made up of print, cassettes, disks and computer programs. Class contact hours will cease to be the major determinant of an academic workload. The teacher will then be released from being the sole source of information transmission and will become instead more a learning manager, able to pay more attention to the development and delivery of education rather than content.
Student-centred learning activities will also require innovative assessment strategies. Traditional assessment and reporting has aimed to produce a single mark or grade for each student. The mark is intended to indicate three things: the extent to which the learned material was mastered or understood; the level at which certain skills were performed and the degree to which certain attitudes were displayed.
A deep learning approach would test a student?s ability to identify and tackle new and unfamiliar …real world?problems. A major assessment goal will be to increase the size and complexity of assignments and minimise what can be achieved by memorizing or reproducing content. Wherever possible, students will be involved in the assessment process to assist them to learn how to make judgements about themselves and their work.
Questions 15-18
Do the following statements agree with the information given in Reading Passage 2?
In boxes 15-18 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
15 Newman believed that the primary focus of universities was teaching.
16 Job promotion is already used to reward outstanding teaching.
17 Traditional approaches to assessment at degree level are having a negative effect on the learning process.
18 University students have complained about bad teaching and poor results.
Questions 19-23
Look at the eight qualities A-H of ‘good teachers’ in Reading Passage 2 and the statements below (Questions 19-23).
Match each quality to the statement with the same meaning.
Write the correct letter A-H in boxes 19-23 on your answer sheet.
Good teachers
19 can adapt their materials to different learning situations.
20 assist students to understand the aims of the course.
21 are interested in developing the students as learners.
22 treat their students with dignity and concern.
23 continually improve their teaching by monitoring their skills.
Questions 24-27
Choose the correct letter, A, B, C or D.
Write your answers in boxes 24-27 on your answer sheet.
24 In the future, university courses will focus more on
A developing students? skills and concepts.
B expending students? knowledge.
C providing work experience for students.
D graduating larger numbers of students.
25 According to the author, university courses should prepare students to
A do a specific job well.
B enter traditional professions.
C change jobs easily.
D create their own jobs.
26 The author believes that new learning materials in universities will result in
A more work for teachers.
B a new role for teachers.
C more expensive courses.
D more choices for students.
27 The author predicts that university assessment techniques will include more
A in-class group assignments.
B theoretical exams.
C problem-solving activities.
D student seminar presentations.
2015年雅思阅读模拟试题及答案解析三
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雅思阅读模拟试题及答案解析（2）
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