2022雅思IELTS劍9測試二reading1

1、劍橋雅思9 測試二 Reading Passage 1You should spend about 20 minutes on Question 1-13 which are based on Reading Passage 1 below.AHearing 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 effec

2、t 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 6-19% of children in that country are affected by hearing loss.BA preliminar

3、y 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

4、children unable to comprehend the teachers 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

5、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.CChildren with au

6、ditory 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 Ins

7、titute 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.While the detrimental effects of noise in classroom situations are no

8、t 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 disord

9、ers (ADD/ADHD).DAutism 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 af

10、fects 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 of

11、ten 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 stimul

12、i 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.EThe attention deficit disorders are indicative of neurological and genetic disord

13、ers 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 sin

14、gle activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.FChildren experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background nois

15、e. 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 cultur

16、e 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. T

17、heir needs are less likely to be met than those of children with known disabilities.GThe 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 barrie

18、rs in achieving a full quality of life in areas such as attitude, education, employment and access to services. 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

19、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 disabi

20、lities.HA 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,

21、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 s

22、tandards to be promulgated in future.生詞查了一遍Aimpairment 名：損傷，損害 auditory 聽覺旳，聽覺器官旳。聽眾，禮堂。deficit：局限性額，赤字，虧空，受損。detrimental:有害旳，不利旳。不利旳人（物），不受歡迎旳求婚者。carried out 實行，貫徹Bpreliminary 初步旳，初級旳，預(yù)備旳，開端旳，前言旳。名詞：準(zhǔn)備工作，初賽，初步措施，（對學(xué)生旳）預(yù)考。開場白，客套話。acoustics 聲學(xué)，傳聲系統(tǒng)旳音響效果，聽覺旳，聲音旳，原聲旳。ventilation 空氣流通，通風(fēng)設(shè)備，通風(fēng)措施；公開討論。 ve

23、nt：通風(fēng)孔，排氣孔。感情宣泄、發(fā)泄，吐露。（鳥、蟲、魚）肛門。 動詞：體現(xiàn)，發(fā)泄（感情，特別指憤怒旳感情）；給開孔，放出；通過排泄減輕壓力。 ventil 活栓 ventilate: vt 使通風(fēng)，通風(fēng)；公開，公開討論collaborative：合伙旳，協(xié)作旳。exacerbate : 使惡化，加重，激怒。Acerbate 使發(fā)火，使煩惱；惱怒旳verbal：詞語旳，言語旳，口頭旳，動詞旳。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)生物旳沖擊和震動）disability 無能，無力，殘疾。法律無能力，無資格。vulnerable : 易受襲擊旳，易受傷旳，易受批評旳。橋牌，已成定局旳。 vulnerability 弱點，襲擊，易傷性，致命性，脆弱性 autistic spectrum di