环球雅思入学测试题(6.5高分班)

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6.5

高分班入学测试卷

环

球

雅

思

小

班

入

学

测

试

题

READING:

NUMBER OF QUESTIONS: 40

TIME ALLOWED: 60 minutes

新

-11

版

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.

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高分班入学测试卷

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

organisms, we substituted

man-made approaches and dissolved the protein in chemical solvents, which

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

2

3

4

a comparison of the ways two materials are used to replace silk-producing glands

predictions regarding the availability of the synthetic silk

on- going research into other synthetic materials

the research into the part of the spider that manufactures silk

2

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高分班入学测试卷

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

……………….

passed through

10

……………

dissolved in

9

………………

Questions 12-14

In boxes 12-14 on your answer sheet write

TRUE

FALSE

NOT GIVEN

to produce

11

………………

Do the following statements agree with the information given in Reading Passage 1?

if the statement agrees with the information

if the statement contradicts the information

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

3

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高分班入学测试卷

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

B

C

D

E

F

G

H

In addition to aiming to engage students in the learning process, there is also a need to address the changing

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.

4

are themselves good learners-resulting in teaching that is dynamic, reflective and constantly evolving as

they learn more and more about teaching;

display enthusiasm for their subject and desire to share it with their students;

recognize the importance of context and adjust their teaching accordingly;

encourage deep learning approaches and are concerned with developing their students

?

critical thinking

skills, problem-solving skills and problem-approach behaviours;

demonstrate an ability to transform and extend knowledge, rather than merely transmit it;

recognise individual differences in their students and take advantage of these;

set clear goals, use valid assessment techniques and provide high-quality feedback to their students;

show respect for, and interest in, their students and sustain high expectations of them.

环球雅思连锁学校

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高分班入学测试卷

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

NOT GIVEN

if the statement contradicts the information

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.

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