快來看看六月三十日雅思都考了什麼，估計一下自己是否達到預期，後附雅思成績換算表。
大陸卷聽力
Section 1 課程諮詢
1. swim 50 meters
2. rules to follow
3. a vest and a helmet provided
4. shower afterwards
5. spare cloth
6. fee: adult 17 pounds
7. with assurance included
8. sea
9. 完成課程後的活動: take part in race
10. 最後的開班日期: Tuesday 5th June
Section 2 exhibit of a local garden of conservation
11. C trimming branches guidance
12. D set pocket ladybugs free
13. A cafe
14. D gift shops
15. Murry Garden - C native plants
16. Vincent Garden - can store water
17. Smith Garden - edible plants
18. Lulean Garden - alternative to your lawns
19. Gameron Garden - organic fertilizer
20. Sadioly Garden - unified design
Section 3 internet impact on psychology
21. why interesting - many lectures from different department - C principles
22. 用什麼開車 - B date/bar chart
23. 基於個人經歷的消極影響 - B less creative
24. 關於其他消極影響 - B 諮詢老師
25. 從哪裡獲得更多信息 - A website
26. 關於研究的驚喜發現 - A kinder
27. 實驗bad noises - 網站內難找
28. 實驗the stracker test - 參與人多
29. 實驗personality plus - 覺得很有用
30. 實驗face up - 專家推薦
Section 4 鳥類研究
31. which is rare
32. estimate
33. method: mapping
34. identify
35. pollution
36. survival rate
37. frequency
38. method: recording the tracks to listening
39. monitor from distance
40. wind farm
大陸卷閱讀
Section 1 對商店產品的評價
Section 2 洪水治理
Section 3 mega-fauna（巨型動物）與人類的生存問題
大陸卷寫作
小作文: 柱狀圖
大作文: An increasing number of people are changing their careers during their working time. What causes this trend and is it a positive or negative development for society？
亞太卷聽力
Section 1 newspaper photo reprinted
1. Newspaper page: the front page
2. Newspaper story for the name: James Parkhurst
3. Photo subject: athlete of the week
4. Photo use: personal
5. Image type: color
6. Price: $80
7. Processing method size: normal
8. Payment type: by check
9. Delivery method: postal by mail
10. Reading frequency: every day
Section 3 project on designing battery-powered motorbike
21. What do they have to do this assignment: B to attract more potential students
22. What is the specialty of this faster motorbike: B it is more efficient than the original model
23. What is this project presentation difficult: C they don’t have enough time to prepare it
24. How they to start next step: B with a video clip
25. What should be put in next presentation: C with diagrams information
26. What should they do next in the afternoon: B ask and discuss with other students
27. Reference report: A longer than expected
28. Logbook report: D got help from a relative
29. Writing sketchbook - F other groups got wrong result
30. Looking for sponsors - B unexpected enjoyable
亞太卷寫作
小作文: 餅圖
大作文: Some people think that increasing business and cultural contacts is a positive trend, others think that it leads to a loss of national identities. Discuss both views and give your own opinion.
亞太卷閱讀
Section 3 加拿大雙語教學
27. C
28. A
29. B
30. D
31. I
32. D
33. J
34. F
35. C
36. YES
37. NOT GIVEN
38. NO
39. NOT GIVEN
40. YES
The significant role of mother tongue in education
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 as less capable of identifying with the mainstream culture and learning the mainstream language of the society.
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.
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.
The level of development of children’s mother 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 in educationally. Children’s knowledge and skills transfer across languages from the mother tongue to the school language.Transfer across languages can be two way :both languages nurture each other when the educational environment permits children access to both languages .
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).
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 tell 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 .
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 ,the linguistic division between parents and children has become an emotional chasm .Pupils frequently become alienated from the cultures of both home and school with predictable results .
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