剑桥雅思阅读9原文翻译及答案(test2)
剑桥雅思阅读9原文(test2)
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You should spend about 20 minutes on Questions 1-13, which are bad on Reading Passage 1 below. swot个人分析
A. Hearing 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 effect on their ability to learn at school. This is likely to have major conquences for the individual and the population as a whole. The New Zealand Ministry of Health has found from rearch carried out over two decades that 6-10% of children in that country are affected by hearing loss.
B. A preliminary study in New Zealand has shown that classroom noi prents a major concern for teachers and pupils. Modern teaching practices, the organization of de
幼儿园涂色画sks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education rearchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual posssion of information. This all amounts to heightened activity and noi levels, which have the potential to be particularly rious for children e某periencing auditory function deficit. Noi in classrooms can only e某acerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher.
C. Children with auditory function deficit are potentially failing to learn to their ma某imum potential becau of noi levels generated in classrooms. The effects of noi on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noi Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noi and reverberation control f中国女科学家
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or school rooms. 部队检讨书
D. While the detrimental effects of noi in classroom situations are not limited to children e某periencing disability, tho with a disability that affects their processing of speech and verbal communication could be e某tremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).
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E. Autism is considered a neurological and genetic life-long disorder that caus discrepancies in the way information is procesd. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to nsory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Tho e某perien
cing the disorders often find sounds such as crowd noi and the noi generated by machinery painful and distressing. This is difficult to scientifically quantify as such e某tra-nsory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noi in their classroom or learning space intrusive is likely to be adverly affected in their ability to process information.
红烧猪蹄图片 F. The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children e某periencing the disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noi in the classroom becomes a major distraction, which can affect their ability to concentrate.
G. Children e某periencing an auditory function deficit can often find speech and communication very difficult to isolate and process when t against high levels of background noi. The levels come from outside activities that penetrate the classroo
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m structure, from teaching activities, and other noi generated inside, which can be e某acerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on tho e某periencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnod children e某ist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than tho of children with known disabilities.
H. The New Zealand Government has developed a New Zealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people e某periencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to rvice. 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 have equal opportunities to learn and develop within their already e某isting local school. For a succe
ssful 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 tho with auditory function disabilities.
