2024剑桥雅思讲义Reading_Test_3.docx

PaSSage1ClassesofTreesintheUSAThetimberoftheUnitedStatesisfurnishedbythreewell-definedclassesoftrees:(1)theneedle-leaved,naked-seededconifers,suchaspinezcedarzetc.,(2)thebroad-leavedtreessuchasoak,POPIai;etc.,and(3)toaninferiorextentbythe(one-seedleaf)palmszyuccas,andtheirallies,whichareconfinedtothemostsouthernpartsofthecountry.Broad-leavedtreesarealsoknownasdeciduoustrees,although,especiallyinwarmcountries,manyofthemareevergreen,whiletheneedle-leavedtrees(conifers)arecommonlytermed"evergreens,"althoughthelarch,baldcypress,andothersshedtheirleaveseveryfall,andeventhenames"broad-leaved"and"coniferous,"thoughperhapsthemostsatisfactory,arenotatallexact,fortheconifer"ginkgo"hasbroadleavesandbearsnocones.Amongthewoodsmen,thewoodsofbroad-leavedtreesareknownas"hardwoods,"thoughpoplarisassoftaspinezandthe"coniferouswoods"areknownas"softwoods,"notwithstandingthefactthatyewrankshighinhardnessevenwhencomparedwith"hardwoods".Bothinthenumberofdifferentkindsoftreesorspeciesandstillmoreintheimportanceoftheirproducttheconifersandbroad-leavedtreesfarexcelthepalmsandtheirrelatives.Inthemanneroftheirgrowth,boththeconifersandbroad-leavedtreesbehavealike,addingeachyearanewlayerofwood,whichcoverstheoldwoodinallpartsofthestemandlimbs.Thus,thetrunkcontinuestogrowinthicknessthroughoutthelifeofthetreebyadditions(annualrings),whichintemperateclimatesare,barringaccidents,accuraterecordsofthetree'sage.Withthepalmsandtheirrelativesthestemremainsgenerallyofthesamediametecthetreeofahundredyearsoldbeingasthickasitwasattenyearszthegrowthofthesebeingonlyatthetop.Evenwhereaperipheralincreasetakesplace,asintheyuccas,thewoodisnotlaidoninwell-definedlayersforthestructureremainsirregularthroughout.Thoughalikeinthemanneroftheirgrowth,andthereforesimilarintheirgeneralmake-up,conifersandbroad-leavedtreesdiffermarkedlyinthedetailsoftheirstructureandthecharacteroftheirwood.Thewoodofallconifersisverysimpleinitsstructure,thefibrescomposingthemainpartofthewoodallbeingalikeandtheirarrangementregular.Thewoodofthebroad-leavedtreesiscomplexinstructure;itismadeupofdifferentkindsofcellsandfibresandlackstheregularityofarrangementsonoticeableintheconifers.Thisdifferenceissogreatthatinastudyofwoodstructureitisbesttoconsiderthetwokindsseparately.Inthiscountrythegreatvarietyofwoods,andespeciallyofusefulwoods,oftenmakesthemeredistinctionofthekindorspeciesoftreemostdifficult.Thus,thereareatleasteightpinesofthethirty-fivenativeonesonthemarket,someofwhichsocloselyresembleeachotherintheirminutestructurethatonecanhardlytellthemapart,andyettheydifferinqualityandareoftenmixedorconfoundedinthetrade.Ofthethirty-sixoaks,ofwhichprobablynotlessthansixoreightaremarketed,wecanreadilyrecognizebymeansoftheirminuteanatomyatleasttwotribes-thewhiteandblackoaks.Thesameistrueoftheelevenkindsofhickory,thesixkindsofashzandsoon.ThelistofnamesofalltreesindigenoustotheUnitedStates,asenumeratedbytheUnitedStatesForestService,is495innumber,thedesignationof"tree"beingappliedtoallwoodyplantswhichproducenaturallyintheirnativehabitatonemain,erectstem,bearingadefinitecrown,nomatterwhatsizetheyattain.TimberisproducedonlybytheSpermatophyta,orseed-bearingplants,whicharesubdividedintotheGymnosperms(conifers),andAngiosperms(broad-leaved).Theconiferorcone-bearingtree,towhichbelongthepines,Iarcheszandfirs,isoneofthethreenaturalordersofGymnosperms.Thesearegenerallyclassedas"softwoods,"andaremoreextensivelyscatteredandmoregenerallyusedthananyotherclassoftimber,andaresimpleandregularinstructure.Theso-called"hardwoods"are"Dicotyledons"orbroad-leavedtrees,asubdivisionoftheAngiosperms.Theyaregenerallyofslowergrowth,andproducehardertimberthantheconifers,butnotnecessarilyso.Basswood,poplar;sycamorezandsomeofthegums,thoughclassedwiththehardwoods,arenotnearlyashardassomeofthepines.Source:https:WWW.autenberq.orci/files/26598/26598-h/26598-h.htm#SEenONIQuestions1-6Completethetablebelow.ChooseNOMORETHANONEAORDfromreadingpassage1foreachanswer.TreetypeAlsoknownasWoodknownasDiameterofthetrunkStructureofthewoodBroad-leaved13.Increasesin6Needle-IeavedConifersorConiferous5whilethetreeisSimple2woodsoralivePalms4.RemainsthesameAfteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.Questions7-10CompleteeachsentencewiththecorrectendingA-Gfromtheboxbelow.WritethecorrectletterA-Ginboxes7-10onyouranswersheet.NBnotallletterswillbeused.7. Despitethefactthatconifersareknownasevergreens,8. Somebroad-leavedtreeshave9. Intermsofthewoodproducedbythetree,thatofpalms10. SomegumtreesproducetimberA. moreringsthanconifers.B. ofgreatcomplexity.C. someofthemlosetheirleavesintheautumn.D. thatissofterthanpine.E. isfarlessimportantthanthatofconifersandbroad-leavedtrees.F. thedifferenceinstructureisnegligible.G. woodthatisequalinsoftnesstopine.Afteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.Questions11-14Completethesentencesbelow.ChooseNOMORETHANONEWORDfromthetextforeachanswer.Writeyouranswersinboxes11-14onyouranswersheet.11. Thebroad-leafedconiferknownas_hasnocones.12. Everyyearthetrunksofconifersandbroad-leavedtreesgetthickerbyadding_whichcanbeusedtotellhowoldthetreeis.13. The_whichconiferwoodiscomposedofareallsimilarandregularlyarranged.14. Oaksareseparatedinto_andblackvarieties.Afteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.PaSSaHe2ThepotentialofvideogamesasapedagogicaltoolBrandonK.AshinoffWhenIwassevenyearsold,myparentsboughtmeandmybrotheraNintendoEntertainmentSystem,whichtheywouldeventuallyrefertoas“TheIdiotBox."Therewasanimplicitassumption(onethatpersistsamongmuchofthegeneralpublictoday)thatvideogamesweresimplyatoyandnothingofrealsubstancecouldbegainedfromthem.Consideringthis,andtheprevalenceofvideogamesinsociety,numerousquestionshavebeenraisedaboutthelong-termeffectsofregularuse.Whilethemediafocusisgenerallyonpotentialnegativeeffects,thereisalsoevidencetosuggestthattheremaybearangeofpotentialpositiveeffectsofvideogames.Inthisarticle,Iarguethatvideogamescanbeausefulpedagogicaltoolforeducatorsatalllevelsofacademia.Let'sconsiderasimpleanecdotalexampleofhowvideogamesmayencouragechildrentolearnlargeamountsofinformation.Pokemonisapopularchildren'sgameinwhichtheplayerhastofightandcollectvariouscreaturescalledzzPokemon.wEachofthe150possiblePokemonhasaname,a"type"(likewatertypeorfiretype),aweaknessandastrength(firetypesareweakagainstwatertypes,butstrongagainstgrasstypes),andastageofitsevolution(somePokemoncanturnintonewonesifyouusethemenough).Roughlyspeaking,thisgivesus5distinctpiecesofinformationperPokemonandmultiplyingthisby150gives750distinctunitsofinformation.Nowlet'sconsideranotherlistofinformationthatisconsideredmoreeducationallyimportant:theperiodictable.Withintheperiodictable,eachelementisdefinedbyasymbol,aname,anatomicnumberandweight,aphaseatroomtemperature,anditsmetalorgastype.Thatcomesto6distinctunitsofinformationpercell.Multiplyingthisby118zthetotalnumberofelements,gives708distinctunitsofinformationfortheperiodictable.Whatmakesthisinterestingisthattherearealargenumberofyoungchildren(andadultsforthatmatter)whocanrecitefrommemorymuchoftheinformationcontainedinthelistofPokemonzbutitwouldlikelybedifficulttofindthesamenumberofpeoplewhocoulddothatfortheperiodictable.Thepointisthatthemediumofvideogamesappearstohavethepotentialtofacilitatesignificantlearning.Asitturnsout,videogamesaredesignedtoeffectivelybelearningmachines.Infactzmanygamesstartoffwithasimpletutoriallevelthatteachestheplayerthebasicmechanicsofthegame.Throughoutthegame,thestrategyandtacticsneededtocompletetasksbecomemorecomplexwhiletheteachingmethodgraduallyswitchesfromanexplicittutorialtoanexperience-basedprocess.Essentially,gamesteachtheplayertheskillsneededtocriticallyevaluateanysituationwithinthegameanddeterminethebestcourseofaction.Starcraft2(aswellasitspredecessorsStarcraftandStarcraft:BroodWar)iswhatiscalleda"RealTimeStrategy/*game.Playersmustobtainvariousresourcesandusethemtopurchasebuildingsandfightingunits.Then,theymustfightanddefeattheirenemy.Toplaythisgamesuccessfully,playersmustmanagetheirtimeandresourcesmoreefficientlythantheiropponentsaseachbuildingandunithasadifferentcost,purpose,andbuildtime.Additionally,muchlikePokemon,unitshavestrengthsandweaknesses.Aplayerhastoconstantlyupdatetheirstrategiesthroughoutthegamebasedontheirinteractionswiththeotherplayers,requiringsignificantplanningandcriticalthinkingskillsthatarehonedbyplayersovertime.Infact,whileStarcraftbeginnersperformlessthan100actions(ordecisions)perminute,professionalscanperformover400perminute.Despiteevidentin-gamelearning,oneconcernisthatvideogamescanonlybeusedtoteachplayersaboutgame-relatedinformationandnotabouteducationallyrelevantmaterial.Howevecrecentresearchintothefieldofdigitalgame-basedlearningsuggeststhatthisisnotthecase.PsychologistCurtSquireconductedaqualitativecasestudyonasecondaryschoolhistoryclassinwhichhehadstudentsplayanhistoricalsimulationgamecalledCivilization3withtheintentionofhavingthestudentslearnabouthistoryfromplayingthegame.Itshouldbenotedthatthisgamewasnotdesignedspecificallyasaneducationalgame.Inthisgame,studentstakecontrolofacivilization(liketheAztecsortheFrench,forexample)andprogressthroughhistorydevelopingtechnology,engaginginsimulatedwarfareanddiplomacy,andmanagingtheeconomiesoftheirempires.Squirereportedthatplayingthisgameforeducationalpurposesseemedtobenefitstudentswhostruggledwithtraditionaleducation,thoughstudentswhotypicallyperformedwellpreferredtraditionalteachingmethods.Anotherwayinwhichvideogamesarelearningmachinesisthattheyarehighlymotivatingandthereforetheycaninducehigherstudentengagementcomparedtotraditionalteachingmethods.AccordingtothepsychologistKarlaHamIen,“despiteassumptionsthatchildrenplayvideogamestoavoidmentalstimulation,childrenareactuallymotivatedbythechallengeandthinkingrequiredbyvideogames."Squirereportedthatthestudentsinhisstudyvoluntarily,andwithoutprovocation,spenttimelearningmoreabouthistoryfromthezzCiveIopediawthatcomeswithCivilization3,whichisakindofencyclopaediawhichprovidesplayerswithhistoricallyaccurateinformationabouttheirchosencivilizationsandotheraspectsofthegame.Adaptedfrom:7tt06.7/WWw.ncbi.nlm.nih.qovpmcClrtideSPMC4179712/Questions15-18ChooseNOMORETHANTHREEWORDSfrompassage2foreachanswer.15. Accordingtothearticle,whataspectsofvideogamesdomediareportsgenerallyemphasise?16. Bywhatmeansareplayerstaughthowtoplaymanyvideogameswhentheyfirststartplaying?17. Aswellasplanningskills,whatotherkindofskillisneededwhenplayingStarcraft2?18. WhatdidoneresearcherwantstudentstolearnaboutbyplayingCivilization3?Afteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.Questions19-23Dothefollowingstatementsagreewiththeclaimsofthewriterinpassage2?YesifthestatementagreeswiththeclaimsofthewriterNoifthestatementcontradictstheclaimsofthewriterNotGivenifitisimpossibletosaywhatthewriterthinksaboutthis19. Videogamesareusefulasaneducationaltoolonlyforteachersinhighschools.20. Pokemoncanbeusedbychildrentolearnkeyfactsaboutchemistry.21. Theeducationalmethodusedinmanyvideogameschangesasthegamesprogress.22. Generallyspeaking,peopleplayStarcraft2andPokemonforthesamereasons.23. Videogamesteachplayersonlyaboutinformationthatisneededtoplaythegame.Afteryou'vetriedthesequestions,checkyouranswerswiththefollowingvideo.Questions24-27Completethesummarybelow.ChooseNOMORETHANTWOWORDSORANUMBERfromthepassageforeachanswer.Writeyouranswersinboxes24-27onyouranswersheetPokemonPokemonisavideogamethatispopularamong24._andinvolvescollectingavarietyofcreaturescalledPokemon.ThedatathatcanbeknownaboutanindividualPokemoncanbeseparatedinto25._differentcategories,whichmeansthat,giventhatthereare26._differentkindsofPokemonzplayingthegamecanmeanlearningavastamountofinformation.AlistofinformationthatisalmostasbigasthatofPokemoniscontainedinthe27._,butfewpeoplecanrememberasmuchaboutthatasloversofPokemoncanabouttheirfavouritevideogame.Afteryou,vetriedthesequestions,checkyouranswerswiththefollowingvideo.PaSSaHe3TheConservationEthicThegoalsofconservationincludeconservinghabitat,preventingdeforestation,haltingspeciesextinction,reducingoverfishingandmitigatingclimatechange.Differentphilosophicaloutlooksguideconservationiststowardsthesegoals.A-Theprincipalvalueunderlyingmanyexpressionsoftheconservationethicisthatthenaturalworldhasintrinsicandintangibleworthalongwithpracticalorutilitarianvalue-aviewcarriedforwardbypartsofthescientificconservationmovementandsomeoftheolderRomanticschoolsofecologymovement.Philosophershaveattachedintrinsicvaluetodifferentaspectsofnature,whetherthisisindividualorganisms(biocentrism)orecologicalwholessuchasspeciesorecosystems(ecoholism).B-IntheUnitedStatesofAmerica,theyear1864sawthepublicationoftwobookswhichlaidthefoundationforRomanticandUtilitarianconservationtraditionsinAmerica.TheposthumouspublicationofHenryDavidThoreau'sWaldenestablishedthegrandeurofunspoilednatureasacitadeltonourishthespiritofman.FromGeorgePerkinsMarshaverydifferentbook,ManandNature,latersubtitled"TheEarthasModifiedbyHumanAction",cataloguedhisobservationsofmanexhaustingandalteringthelandfromwhichhissustenancederives.C-TheconsumerconservationethicissometimesexpressedbythefourR's:"Rethink,Reduce,Recycle,Repair".Thissocialethicprimarilyrelatestolocalpurchasing,moralpurchasing,thesustainedandefficientuseofrenewableresources,themoderationofdestructiveuseoffiniteresources,andthepreventionofharmtocommonresourcessuchasairandwaterquality,thenaturalfunctionsofalivingearth,andculturalvaluesinabuiltenvironment.D-Distincttrendsexistregardingconservationdevelopment.Whilemanycountries'effortstopreservespeciesandtheirhabitatshavebeengovernment-led,thoseinnorthwesternEuropetendedtoariseoutofthemiddle-classandaristocraticinterestinnaturalhistory,expressedattheleveloftheindividualandthenational,regionalorlocallearnedsociety.Thus,countrieslikeBritain,theNetherlandsandGermanyhadwhatwewouldtodaytermnon-governmentalorganizations-intheshapeoftheRoyalSocietyfortheProtectionofBirds,NationalTrustandCountyNaturalists'Trusts(datingbackto1889z1895and1912respectively),Natuurmonumenten,ProvincialConservationTrustsforeachDutchprovince,Vogelbescherming,andsoon-alongtimebeforetherewerenationalparksandnationalnaturereserves.ThisinpartreflectstheabsenceofwildernessareasinheavilycultivatedEurope,aswellasalongstandinginterestinlaissez-fairegovernmentinsomecountries,liketheUK,leavingitasnocoincidencethatJohnMuirztheScottish-bornfounderoftheNationalParkmovement(andhenceofgovernment-sponsoredconservation)didhissterlingworkintheUSA,wherehewasthedrivingforcebehindtheestablishmentofsuchnationalparksasYosemiteandYellowstone.Nowadays,officiallymorethan10percentoftheworldislegallyprotectedinsomewayortheother,and,inpractice,privatefundraisingisinsufficienttopayfortheeffectivemanagementofsomuchlandwithprotectedstatus.E-Protectedareasindevelopingcountries,whereprobablyasmanyas70-80percentofthespeciesoftheworldlive,stillenjoyverylittleeffectivemanagementandprotect