Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. For example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes-about the duration of a normal classroom period. In the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests-what and where they are, why they are important, what endangers them-independent of any formal tuition. It is also possible that some of these ideas will be mistaken .
首句引入主题: Rainforest 。 For example 后不用看。看到末句,出现 It is also possible that 观点句型,且伴有also ,说明最后两句是并列的观点句 :
1. Children hold ideas about rainforests
2. They are mistaken.
固本文主题或问题就是儿童关于热带雨林看法的对错
Many studies have shown that children harbour misconceptions about pure, curriculum science. These misconceptions do not remain isolated but become incorporated into a multifaceted, but organized, conceptual framework, making it and the component ideas, some of which are erroneous, more robust but also accessible to modification. These ideas may be developed by children absorbing ideas through the popular media. Sometimes this information may be erroneous. It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.
【剑桥雅思阅读文章分析:热带雨林】相关文章:
最新
2016-02-26
2016-02-26
2016-02-26
2016-02-26
2016-02-26
2016-02-26