雅思IELTS劍9測試二reading1

雅思IELTS劍9測試二reading1資料僅供參考劍橋雅思9測試二ReadingPassage1Youshouldspendabout20minutesonQuestion1-13whicharebasedonReadingPassage1below.AHearingimpairmentorotherauditoryfunctiondeficitinyoungchildrencanhaveamajorimpactontheirdevelopmentofspeechandcommunication,resultinginadetrimentaleffectontheirabilitytolearnatschool.Thisislikelytohavemajorconsequencesfortheindividualandthepopulationasawhole.TheNewZealandMinistryofHealthhasfoundfromresearchcarriedoutovertwodecadesthat6-19%ofchildreninthatcountryareaffectedbyhearingloss.BApreliminarystudyinNewZealandhasshownthatclassroomnoisepresentsamajorconcernforteachersandpupils.Modernteachingpractices,theorganizationofdesksintheclassroom,poorclassroomacoustics,andmechanicalmeansofventilationsuchasair-conditioningunitsallcontributetothenumberofchildrenunabletocomprehendtheteacher’svoice.EducationresearchersNelsonandSolihavealsosuggestedthatrecenttrendsinlearningofteninvolvecollaborativeinteractionofmultiplemindsandtoolsasmuchasindividualpossessionofinformation.Thisallamountstoheightenedactivityandnoiselevels,whichhavethepotentialtobeparticularlyseriousforchildrenexperiencingauditoryfunctiondeficit.Noiseinclassroomscanonlyexacerbatetheirdifficultyincomprehendingandprocessingverbalcommunicationwithotherchildrenandinstructionsfromtheteacher.CChildrenwithauditoryfunctiondeficitarepotentiallyfailingtolearntotheirmaximumpotentialbecauseofnoiselevelsgeneratedinclassrooms.Theeffectsofnoiseontheabilityofchildrentolearneffectivelyintypicalclassroomenvironmentsarenowthesubjectofincreasingconcern.TheInternationalInstituteofNoiseControlEngineering(I-INCE),ontheadviceoftheWorldHealthOrganization,hasestablishedaninternationalworkingparty,whichincludesNewZealand,toevaluatenoiseandreverberationcontrolforschoolrooms.Whilethedetrimentaleffectsofnoiseinclassroomsituationsarenotlimitedtochildrenexperiencingdisability,thosewithadisabilitythataffectstheirprocessingofspeechandverbalcommunicationcouldbeextremelyvulnerable.Theauditoryfunctiondeficitsinquestionincludehearingimpairment,autisticspectrumdisorders(ASD)andattentiondeficitdisorders(ADD/ADHD).DAutismisconsideredaneurologicalandgeneticlife-longdisorderthatcausesdiscrepanciesinthewayinformationisprocessed.Thisdisorderischaracterizedbyinterlinkingproblemswithsocialimagination,socialcommunicationandsocialinteraction.AccordingtoJanzen,thisaffectstheabilitytounderstandandrelateintypicalwaystopeople,understandeventsandobjectsintheenvironment,andunderstandorrespondtosensorystimuli.Autismdoesnotallowlearningorthinkinginthesamewaysasinchildrenwhoaredevelopingnormally.Autisticspectrumdisordersoftenresultinmajordifficultiesincomprehendingverbalinformationandspeechprocessing.Thoseexperiencingthesedisordersoftenfindsoundssuchascrowdnoiseandthenoisegeneratedbymachinerypainfulanddistressing.Thisisdifficulttoscientificallyquantifyassuchextra-sensorystimulivarygreatlyfromoneautisticindividualtoanother.Butachildwhofindsanytypeofnoiseintheirclassroomorlearningspaceintrusiveislikelytobeadverselyaffectedintheirabilitytoprocessinformation.ETheattentiondeficitdisordersareindicativeofneurologicalandgeneticdisordersandarecharacterizedbydifficultieswithsustainingattention,effortandpersistence,organizationskillsanddisinhibition.Childrenexperiencingthesedisordersfinditdifficulttoscreenoutunimportantinformation,andfocusoneverythingintheenvironmentratherthanattendingtoasingleactivity.Backgroundnoiseintheclassroombecomesamajordistraction,whichcanaffecttheirabilitytoconcentrate.FChildrenexperiencinganauditoryfunctiondeficitcanoftenfindspeechandcommunicationverydifficulttoisolateandprocesswhensetagainsthighlevelsofbackgroundnoise.Theselevelscomefromoutsideactivitiesthatpenetratetheclassroomstructure,fromteachingactivities,andothernoisegeneratedinside,whichcanbeexacerbatedbyroomreverberation.Strategiesareneededtoobtaintheoptimumclassroomconstructionandperhapsachangeinclassroomcultureandmethodsofteaching.Inparticular,theeffectsofnoisyclassroomsandactivitiesonthoseexperiencingdisabilitiesintheformofauditoryfunctiondeficitneedthoroughinvestigation.Itisprobablethatmanyundiagnosedchildrenexistintheeducationsystemwith‘invisible’disabilities.Theirneedsarelesslikelytobemetthanthoseofchildrenwithknowndisabilities.GTheNewZealandGovernmenthasdevelopedaNewZealandDisabilityStrategyandhasembarkedonawide-rangingconsultationprocess.Thestrategyrecognizesthatpeopleexperiencingdisabilityfacesignificantbarriersinachievingafullqualityoflifeinareassuchasattitude,education,employmentandaccesstoservices.Objective3oftheNewZealandDisabilityStrategyisto‘ProvidetheBestEducationforDisabledPeople’byimprovingeducationsothatallchildren,youthlearnersandadultlearnerswillhaveequalopportunitiestolearnanddevelopwithintheiralreadyexistinglocalschool.Forasuccessfuleducation,thelearningenvironmentisvitallysignificant,soanyefforttoimprovethisislikelytobeofgreatbenefittoallchildren,butespeciallytothosewithauditoryfunctiondisabilities.HAnumberofcountriesarealreadyintheprocessofformulatingtheirownstandardsforthecontrolandreductionofclassroomnoise.NewZealandwillprobablyfollowtheirexample.Theliteraturetodateonnoiseinschoolroomsappearstofocusontheeffectsonschoolchildreningeneral,theirteachersandthehearingimpaired.Onlylimitedattentionappearstohavebeengiventothosestudentsexperiencingtheotherdisabilitiesinvolvingauditoryfunctiondeficit.Itisimperativethattheneedsofthesechildrenaretakenintoaccountinthesettingofappropriateinternationalstandardstobepromulgatedinfuture.生詞查了一遍Aimpairment名：損傷，損害auditory聽覺的，聽覺器官的。聽眾，禮堂。deficit：不足額，赤字，虧空，受損。detrimental:有害的，不利的。不利的人（物），不受歡迎的求婚者。carriedout實(shí)施，貫徹Bpreliminary初步的，初級的，預(yù)備的，開端的，序言的。名詞：準(zhǔn)備工作，預(yù)賽，初步措施，（對學(xué)生的）預(yù)考。開場白，客套話。acoustics聲學(xué)，傳聲系統(tǒng)的音響效果，聽覺的，聲音的，原聲的。ventilation空氣流通，通風(fēng)設(shè)備，通風(fēng)方法；公開討論。vent：通風(fēng)孔，排氣孔。感情宣泄、發(fā)泄，吐露。（鳥、蟲、魚）肛門。動詞：表示，發(fā)泄（感情，特別指憤怒的感情）；給……開孔，放出；經(jīng)過排泄減輕壓力。ventil活栓ventilate:vt使通風(fēng)，通風(fēng)；公開，公開討論collaborative：合作的，協(xié)作的。exacerbate:使惡化，加重，激怒。Acerbate使發(fā)怒，使煩惱；惱怒的verbal：詞語的，言語的，口頭的，動詞的。非謂語動詞，非限定動詞。Creverberation反響，回響，反射，反射物。verberation打，打擊（特指發(fā)生物的沖擊和震動）disability無能，無力，殘疾。[法律]無能力，無資格。vulnerable:易受攻擊的，易受傷的，易受批評的。橋牌，已成定局的。vulnerability弱點(diǎn)，攻擊，易傷性，致命性，脆弱性autisticspectrumdisorder泛自閉癥障礙兒童autistic（專注自我而與現(xiàn)實(shí)隔絕的）孤獨(dú)癥患者（尤指兒童），自閉癥患者