Cambridge IELTS 4 SAINT DAVID Home

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Cambridge New York Melbourne Madrid Cape Town Singapore S o Paulo. Cambridge University Press,The Edinburgh Building Cambridge CB2 2RU UK. www cambridge org, Information on this title www cambridge org 9780521544627. Cambridge University Press 2005, It is normally necessary for written permission for copying to be obtained in. advance from a publisher The candidate answer sheets at the back of this. book are designed to be copied and distributed in class The normal. requirements are waived here and it is not necessary to write to. Cambridge University Press for permission for an individual teacher to make. copies for use within his or her own classroom Only those pages which carry. the wording UCLES 2005 Photocopiable may be copied. First published 2005, Printed in the United Kingdom at the University Press Cambridge. A catalogue record for this book is available from the British Library. ISBN 13 978 0 521 54462 7 Student s Book with answers. ISBN 10 0 521 54462 9 Student s Book with answers,ISBN 13 978 0 521 54464 1 Cassette Set.
ISBN 10 0 521 54464 5 Cassette Set,ISBN 13 978 0 521 54465 8 Audio CD Set. ISBN 10 0 521 54465 3 Audio CD Set,ISBN 13 978 0 521 54463 4 Self study Pack. ISBN 10 0 521 54463 7 Self study Pack,Introduction 4. General Training Reading and Writing Test A 103,General Training Reading and Writing Test B 116. Tapescripts 130,Answer key 152,Model and sample answers for Writing tasks 162.
Sample answer sheets 174,Acknowledgements 176,XL I STE NI NG X. S EC T I ON 1 Questions 1 10,Questions 1 4,Complete the notes below. Write NO MORE THAN THREE WORDS AND OR A NUMBER for each answer. NOTES ON SOCIAL PROGRAMME,Example Answer,Number of trips per month 5. Visit places which have,historical interest,Cost between 5 00 and 15 00 per person. Note special trips organised for groups of 3,Time departure 8 30 a m.
return 6 00 p m, To reserve a seat sign name on the 4 3 days in advance. Questions 5 10,Complete the table below, Write NO MORE THAN THREE WORDS AND OR A NUMBER for each answer. WEEKEND TRIPS,Place Date Number of seats Optional extra. St Ives 5 16 Hepworth Museum,London 16th February 45 6. 7 3rd March 18 S S Great Britain,Salisbury 18th March 50 Stonehenge.
Bath 23rd March 16 8,For further information,Read the 9 or see Social Assistant Jane 10. S E CT I ON 2 Questions 11 20,Questions 11 13,Complete the sentences below. Write NO MORE THAN THREE WORDS AND OR A NUMBER for each answer. RIVERSIDE INDUSTRIAL VILLAGE, 11 Riverside Village was a good place to start an industry because it had water raw. materials and fuels such as and, 12 The metal industry was established at Riverside Village by who lived. in the area, 13 There were over water powered mills in the area in the eighteenth.
Questions 14 20,Label the plan below,Write NO MORE THAN TWO WORDS for each answer. The Engine,The Grinding,The Stables,workers Works,S E CT I ON 3 Questions 21 30. Questions 21 and 22,Choose the correct letter A B or C. Melanie could not borrow any books from the library because. A the librarian was out,B she didn t have time to look. C the books had already been borrowed, 21 Melanie says she has not started the assignment because.
A she was doing work for another course,B it was a really big assignment. C she hasn t spent time in the library, 22 The lecturer says that reasonable excuses for extensions are. A planning problems,B problems with assignment deadlines. C personal illness or accident,Questions 23 27, What recommendations does Dr Johnson make about the journal articles. Choose your answers from the box and write the letters A G next to questions 23 27. A must read,C limited value,D read rst section,E read research methods.
F read conclusion,G don t read,Example Answer,Anderson and Hawker A. Jackson 23,Roberts 24,Forster 27,Questions 28 30,Label the chart below. Choose your answers from the box below and write the letters A H next to questions 28 30. Population studies,Reasons for changing,accommodation. 1 2 3 4 5 6,Possible reasons,A uncooperative landlord. B environment,D noisy neighbours,E near city,F work location.
G transport,S E CT I ON 4 Questions 31 40,Complete the notes below. Write NO MORE THAN TWO WORDS for each answer,THE URBAN LANDSCAPE. Two areas of focus,the effect of vegetation on the urban climate. ways of planning our 31 better,Large scale impact of trees. they can make cities more or less 32,in summer they can make cities cooler.
they can make inland cities more 33,Local impact of trees. they can make local areas,more humid,less windy,Comparing trees and buildings. Temperature regulation,trees evaporate water through their 36. building surfaces may reach high temperatures,Wind force. tall buildings cause more wind at 37 level,trees 38 the wind force.
trees have a small effect on traf c noise,39 frequency noise passes through trees. Important points to consider, trees require a lot of sunlight water and 40 to grow. XRE A DI NG X,RE AD I N G PASSAG E 1, You should spend about 20 minutes on Questions 1 14 which are based on Reading Passage 1. 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 endan. gers 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 cur. riculum science These misconceptions do not remain isolated but become incorpo. rated 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 edu. cational 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 descrip. tions 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 rain. forests 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 domi.
nant idea raised by 64 of the pupils was that rainforests provide animals with habi. tats 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 previ. ous 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 stu. dents 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 appreci. ation 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 appre. ciate 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 deci. sion 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,Questions 9 13, The box below gives a list of responses A P to the questionnaire discussed in Reading.
Answer the following questions by choosing the correct responses A P. Write your answers in boxes 9 13 on your answer sheet. 9 What was the children s most frequent response when asked where the rainforests were. 10 What was the most common response to the question about the importance of the. rainforests, 11 What did most children give as the reason for the loss of the rainforests. 12 Why did most children think it important for the rainforests to be protected. 13 Which of the responses is cited as unexpectedly uncommon given the amount of time. spent on the issue by the newspapers and television. A There is a complicated combination of reasons for the loss of the. rainforests, B The rainforests are being destroyed by the same things that are. destroying the forests of Western Europe,C Rainforests are located near the Equator. D Brazil is home to the rainforests, E Without rainforests some animals would have nowhere to live. F Rainforests are important habitats for a lot of plants. G People are responsible for the loss of the rainforests. H The rainforests are a source of oxygen, I Rainforests are of consequence for a number of different reasons.
J As the rainforests are destroyed the world gets warmer. K Without rainforests there would not be enough oxygen in the air. L There are people for whom the rainforests are home. Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom Only those pages which carry the wording UCLES 2005 Photocopiable may be copied First published 2005 Printed in the United Kingdom at the University Press Cambridge

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