2018年2月24日雅思阅读考情回顾
一、 考试时间：2018年2月24日（周六）
二、 考试概述：
进入到2018年以来，雅思阅读的题库明显出现了更新，像2017年那样几乎一整年没有出现任何新题的情况已经不复存在。本次考试为新年后第一场，考生众多，但由于没有经典题支撑，回忆依然非常零散。第一篇Nazca line，纳斯卡线条，新题，写作类型非常相像于剑九第一套第一篇William Perkins。第二篇Life in the forest，介绍森林里的生活，依然是新题。第三篇The Significant Role of Mother Tongue in Education是2016年8月4日和2012年5月26日的旧题，介绍的是母语在教育中的作用。
三、文章简介
Passage 1: Nazca line，纳斯卡线条
Passage 2: Life in the forest，森林里的生活
active alignment
Passage 3: The Significant Role of Mother Tongue in Education，母语在教育中的作用
四、篇章分析：
Passage 1：
文章内容
文章介绍了世界各地的奇怪的图形的来历和区别
题型分布与答案参考
判断题6题，填空题7题
相关拓展
Nazca Lines
The lines are drawn in geometric patterns and distinct animal shapes.
As a plane soars over the high desert of southern Peru, the dull pale sameness of the rocks and sand organize and change form. Distinct white lines gradually evolve from tan and rust-red. Strips of white crisscross a desert so dry that it rains less than an inch every year. The landscape changes as lines take shape to form simple geometric designs: trapezoids, straight lines, rectangles, triangles, and swirls. Some of the swirls and zigzags start to form more distinct shapes: a hummingbird, a spider, a monkey.
These are the renowned Nasca lines—subject of mystery for over 80 years. How were they formed? What purpose could they have served? Were aliens involved?
The lines are found in a region of Peru just over 200 miles southeast of Lima, near the modern town of Nasca. In total, there are over 800 straight lines, 300 geometric figures and 70 animal and plant designs, also called biomorphs. Some of the straight lines run up to 30 miles, while the biomorphs range from 50 to 1200 feet in length (as large as the Empire State Building).
THE LINES REVEALED
Peruvian archaeologist Toribio Mejia Xesspe was the first to systematically study the lines in 1926. However, since the lines are virtually impossible to identify from ground level, they were only first brought to public awareness with the advent of flight—by pilots flying commercial planes over Peru in the 1930s. American professor Paul Kosok investigated and found himself at the foot of a line on June 22, 1941—just one day after the winter solstice. At the end of a full day studying the lines, Kosok looked up from his work to catch the sunset in direct alignment with the line. Kosok called the 310 square mile stretch of high desert “the largest astronomy book in the world”.
Kosok was followed by the German Maria Reiche, who became known as the Lady of the Lines. Reiche studied the lines for 40 years and fought unyieldingly for her theories on the lines’ astronomical and calendrical purpose (she received a National Geographic grant in 1974 for her work). Reiche battled single-handedly to protect the site; she even lived in a small house near the desert so she could personally protect the lines from reckless visitors.
WHAT ARE THE LINES? 
The lines are known as geoglyphs – drawings on the ground made by removing rocks and earth to create a “negative” image. The rocks which cover the desert have oxidized and weathered to a deep rust color, and when the top 12-15 inches of rock is removed, a light-colored, high contrasting sand is exposed. Because there’s so little rain, wind and erosion, the exposed designs have stayed largely intact for 500 to 2000 years.
Scientists believe that the majority of lines were made by the Nasca people, who flourished from around A.D. 1 to 700. 
Certain areas of the pampa look like a well-used chalk board, with lines overlapping other lines, and designs cut through with straight lines of both ancient and more modern origin.
THE THEORIES
The Kosok-Reiche astronomy theories held true until the 1970s when a group of American researchers arrived in Peru to study the glyphs. This new wave of research started to poke holes in the archeo-astronomy view of the lines (not to mention the radical theories in the ‘60s relating to aliens and ancient astronauts).
Johan Reinhard, a National Geographic Explorer-in-Residence, brought a multidisciplinary approach to the analysis of the lines: “Look at the large ecological system, what’s around Nasca, where were the Nasca people located.” In a region that receives only about 20 minutes of rain per year, water was clearly an important factor.
"It seems likely that most of the lines did not point at anything on the geographical or celestial horizon, but rather led to places where rituals were performed to obtain water and fertility of crops," wrote Reinhard in his book The Nasca Lines: A New Perspective on their Origin and Meanings.
Anthony Aveni, a former National Geographic grantee, agrees, "Our discoveries clearly showed that the straight lines and trapezoids are related to water … but not used to find water, but rather used in connection with rituals."
"The trapezoids are big wide spaces where people can come in and out," says Aveni. "The rituals were likely involved with the ancient need to propitiate or pay a debt to the gods…probably to plead for water."
Reinhard points out that spiral designs and themes have also been found at other ancient Peruvian sites. Animal symbolism is common throughout the Andes and are found in the biomorphs drawn upon the Nasca plain: spiders are believed to be a sign of rain, hummingbirds are associated with fertility, and monkeys are found in the Amazon—an area with an abundance of water.
"No single evaluation proves a theory about the lines, but the combination of archeology, ethnohistory, and anthropology builds a solid case," says Reinhard. Add new technological research to the mix, and there’s no doubt that the world’s understanding of the Nasca lines will continue to evolve.
Passage 2：
文章内容
文章介绍了森林中某个种族和村民的关系，提到了人口密度，两个种族之间的商品交换以及婚嫁。
题型分布与答案参考
LOH，填空题，配对题
相关拓展
“It’s a jungle out there!” You’ve probably heard that phrase time and again, but did you ever stop and ponder the fact that “There’s a forest in here?”
Right now, you are probably sitting in the middle of an exotic forest. There are conifers, hardwoods, aromatic cedars, flat-leaved trees, and strange combinations of all of these surrounding you at this very moment!
In your hands you are holding (and reading) part of a pine forest. Are you sitting in a maple or an oak tree? What are your kitchen cupboards made of—beech or poplar trunks, maybe both? That cedar tree gives off such a warm and homey smell, it’s no wonder your mother likes to keep blankets and quilts in the chest made of it.
Have you guessed? You live in parts of forests collected from all over the world. Though maybe not as romantic (and hopefully without as many bugs and lizards) your home is most probably a “woodsy” place to be. Wander around the family room and try to guess at what types of wood you make use of daily. If you can press your fingernail into the surface and make a mark, it is a softwood like pine or cedar. Hardwoods, like oak and hickory, are almost as sturdy as metal. Get a good feel for the touch and smells of these woods, and then put on your hat, grab a notepad and pencil, and plan for a fun day in the woods.
Into the woods
One of the first things that you will probably notice is that the deeper you get into a woodland, the more enchanting the smells become. Deep and rich whiffs of decaying leaves mingle with the secret scent of Christmas given off by pine or spruce needles. Breathe deeply…that smell is magic.
Find a spot on the forest floor that seems to just kind of call to you. Smooth out a spot for yourself and lie down. As you gaze upward, notice that the woods seem to grow in layers.
There are the really tall trees whose arms reach out above all else and grab for sunlight. These branches spread out over the whole forest and create a sort of umbrella or canopy. That’s why they are called the canopy of the forest.
Next are the pretty (and more rounded) trees of the understory. Their name is simple to remember because they live out their whole life story under the canopy.
Now look for the shrub layer. This layer of bushes grows at just about the right height for deer to munch on (and also at just about the right height to snag your britches if you aren’t careful!).
If you turn your head left and right while in your supine position, you will see the more tender herb layer of the forest.
Under your head is the most exciting layer of all, the forest floor. This (like the basement of your house) is where you will find all of the plumbing and wiring that makes the system work so well.
To help yourself remember the scent and feel of the forest, you could make several collections while on your field trip.
Passage 3：
文章内容
分析加拿大的移民家庭在学校中接受英语教学后对母语的影响，以及分析双语家庭的利与弊。
题型分布与答案参考
选择4：
27.What point the writer making in the second paragraph?
C.bilingual children can make a valuable contribution to the wealth of a country.
28. Why does the writer refer to something that Goethe said?
A to lend weight his argument.
29. The writer believes that when young children have a firm grasp of their mother tongue
B they go on to do much better throughout their time at school.
30.Why are some people suspicious about mother tongue-based teaching programs?
D.They fear that the programs will use up valuable time in the school day.
Summary
Bilingual children
It was often recorded that bilingual children acquire the 31. ability to converse in the majority language remarkable quickly. The fact that the mother tongue can disappear at a similar 32.rate is less well understood. This phenomenon depends to a certain extent, on the proposition of people with the same linguistic background that have settled in a particular 33.area; If this is limited, children are likely to lose the active use of their mother tongue. And thus no longer employ it even with 34.family, although they may still understand it. It follows that teenager children in these circumstances experience a sense of 35. dislocationin relation to all aspects of their lives.
判断题
36.Less than half the children who attend kindergarten in Toronto have English as their mother tongue. YES
37.Research proves that learning the host country language at school can have an adverse effect on a child’s mother tongue. NOT GIVEN
38. The foyer program is to be accepted by the French education system. NO
39. Bilingual children are taught to tell the time earlier than monolingual children.
NOT GIVEN
40. Bilingual children can eventually apply reading comprehension strategies acquired in one language when reading in the other. YES
相关拓展
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 (and- 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-preparedto 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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