环球雅思广州学校：guangzhou.gedu.org
the subject, have the ability to apply this understanding to new situations and have the wherewithal to seek out the information that is needed.
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.
T
T
17 Traditional approaches to assessment at degree level are having a negative effect on the learning process.
NG
18 University students have complained about bad teaching and poor results.
NG
Questions 19-23
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环球雅思广州学校：guangzhou.gedu.org
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. Good teachers
19 can adapt their materials to different learning situations. C
20 assist students to understand the aims of the course. B
21 are interested in developing the students as learners. D
22 treat their students with dignity and concern. H
23 continually improve their teaching by monitoring their skills. A
Questions 24-27
Choose the correct letter, A, B, C or D.
Write your answers in boxes 24-27 on your answer sheet.
24 In the future, university courses will focus more on D
A developing students? skills and concepts. B
expending students? knowledge.
C providing work experience for students. D graduating larger numbers of students.
25 According to the author, university courses should prepare students to B
A do a specific job well.
B enter traditional professions.
C change jobs easily.
D create their own jobs.
26 The author believes that new learning materials in universities will result in A more work for teachers. B a new role for teachers. C more expensive courses.
D more choices for students.
27 The author predicts that university assessment techniques will include more A in-class group assignments. B
theoretical exams. C problem-solving activities. D student seminar presentations.
READING PASSAGE 3
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B
C
环球雅思广州学校：guangzhou.gedu.org
You should spend about 20 minutes on Questions 28-40 which are based on Reading Passage 3 on pages 18 and 19.
Questions 28-32
Reading Passage 3 has six sections A-F.
Choose the correct heading for sections A-E from the list of headings below. Write the correct number i-x in boxes 28-32 on your answer sheet.
List of Headings i Contrary indications ii Europe?s Alpine glaciers iii Growing consensus on sea level iv Ice cap observation v Causes of rising sea levels vi Panel on Climate Change vii Sea level monitoring difficulties viii Group response to alarming predictions ix Stockholm and Scandinavia x The world 130,000 years ago 28 Section A 29 Section B 30 Section C
31 Section D 32 Section E
Rising Sea Levels
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环球雅思广州学校：guangzhou.gedu.org A
During the night of 1 February 1953, a deadly combination of winds and tide raised the level of the North Sea, broke through the dykes which protected the Netherlands and inundated farmland and villages as far as 64 km from the coast, killing thousands. For people around the world who inhabit low-lying areas, variations in sea levels are of crucial importance and the scientific study of oceans has attracted increasing attention. Towards the end of the 1970s, some scientists began suggesting that global warming could cause the world?s oceans to rise by several metres. The warming, they claimed, was an inevitable consequence of increasing carbon dioxide in the atmosphere which acted like a greenhouse to trap heat in the air. The greenhouse warming was predicted to lead to rises in sea levels in a variety of ways. Firstly, heating the ocean water would cause it to expand. Such expansion might be sufficient to raise the sea level by 300mm in the next 100 years. Then there was the observation that in Europe?s Alpine valleys glaciers had been shrinking for the past century. Meltwater from the mountain glaciers might have raised the oceans 50mm over the last 100 years and the rate is likely to increase in future. A third threat is that global warming might cause a store of frozen water in Antarctica to melt which would lead to a calamitous rise in sea level of up to five metres. B
The challenge of predicting how global warming will change sea levels led scientists of several disciplines to adopt a variety of approaches. In 1978 J H Mercer published a largely theoretical statement that a thick slab of ice covering much of West Antarctica is inherently unstable. He suggested that this instability meant that, given just 5 degrees Celsius of greenhouse warming in the south polar region, the floating ice shelves surrounding the West Antarctic ice sheet would begin to disappear. Without these buttresses the grounded ice sheet would quickly disintegrate and coastlines around the world would be disastrously flooded. In evidence Mercer pointed out that between 130,000 and 110,000 years ago there had been just such a global warming as we have had in the past 20,000 years since the last ice age. In the geological remains of that earlier period there are indications that the sea level was five metres above the current sea level-just the level that would be reached if the West Antarctic ice sheet melted. The possibility of such a disastrous rise led a group of American investigations to form SeaRISE (Sea-level Response to Ice Sheet Evolution) in 1990. SeaRISE reported the presence of five active “ice streams” drawing ice from the interior of West Antarctica into the Ross Sea. They stated that these channels in the West Antarctic ice sheet “may be manifestations of collapse already under way.” C
But doubt was cast on those dire warnings by the use of complex computer models of climate. Models of atmospheric and ocean behaviour predicted that greenhouse heating would cause warmer, wetter air to reach Antarctica, where it would deposit its moisture as snow. Thus, the sea ice surrounding the continent might even expand causing sea levels to drop. Other observations have caused scientists working on Antarctica to doubt that sea levels will be pushed upward several metres by sudden melting. For example, glaciologists have discovered that one of the largest ice streams stopped moving about 130 years ago. Ellen Mosley-Thompson, questioning the SeaRISE theory, notes that ice stresms “seem to start and stop, and nobody really knows why.” Her own measurements of the rate of snow accumulation near the South Pole show that snowfalls have increased substantially in recent decades as global temperature has increased.
st
8