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battleground雅思真题机考机经2014年7月19日

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来源:https://www.bjmy2z.cn/gaokao
2021-01-24 05:54
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2021年1月24日发(作者:财政悬崖)
TEST 6





2014

7

19


READING


PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
Computer Games for Preschoolers:
Arintend09s Research and Design Process
Designing computer games for young children is a daunting task for game producers, who, for a long time, have concentrated
on more
Nintendo
DS for
preschool gamers.

After speaking with our producers who have a keen interest in designing for the DS, we finally agreed on three key goals for
our project. First, to understand the range of physical and cognitive abilities of preschoolers in the context of handheld system
game play; second, to understand how preschool gamers interact with the DS, specifically how they control the different forms
of
play
and
game
mechanics
offered
by
the
games
presently
on
the
market
for
this
platform:
third,
to
understand
the
expectations of preschoolers' parents concerning the handheld systems as well as the purchase and play contexts within which
game play occurs. The team of the research decided that in-home ethnographies with preschoolers and their
families would
yield comprehensive database with which to give our producers more information and insights. so we start by conducting 26
in-home
ethnographies
in
three
markets
across
the
United
States:
an
East
coast
urban/suburban
area,
a
West
coast
urban/suburban area, and a Midwest suburban/rural area.

The subjects in this study included 15 girls and 11 boys ranging from 3 years and 3 months old to 5 years and 11 months old.
Also, because previous research had shown the effects of older siblings on game play (demonstrated, for example, by
more
advanced
motor
coordination
when
using
a
computer
mouse),
households
were
employed
to
have
a
combination
of
preschoolers with and without elder peers. In order to understand both
we divided the sample so that 13 families owned at least one
Nimendo
DS and the others did not. For those households that did
not own a DS, one was brought to the interview tor the kid to play. This allowed us to see both the instinctive and intuitive
movements
of
the
new
players
(and
of
the
more
experienced
players
when
playing
new
games),
as
well
as
the
learned
movements
of
the
more
experienced
players.
Each
of
those
interviews
took
about
60
to
120
minutes
and
included
the
preschooler, at least one parent, and often siblings and another caregiver.

Three kinds of information were collected after each interview. From any older siblings and the parents that were available, we
gathered data about: the buying decisions surrounding game systems in the household, the family's typical game play patterns,
levels of parental moderation with regard to computer gaming, and the most favorite games played by family members. We
could also understand the ideology of gaming in these homes because of these in-home interviews: what types of spaces were
used for game play, how the systems were installed, where the handheld play occurred in the house (as well as on-the-go play),
and the number and type of games and game systems owned. The most important is. we gathered the game-playing information
for every single kid.

Before carrying out the interviews, the research team had closely discussed with the in-house game producers to create a list of
game mechanics and problems tied to preschoolers' motor and cognitive capabilities that were critical for them to understand
prior
to
writing
the
games.
These
ranged
from
general
dexterity
issues
related
to
game
controllers
to
the
effectiveness
of
in-game instructions to specific mechanics in current games that the producers were interested in implementing for future pre-
school titles. During the interviews, the moderator gave specific guidance to the preschooler through a series of games, so that
he
or
she
could
observe
the
interaction
and
probe
both
the
preschooler
and
his
or
her
parents
on
feelings,
attitudes,
and
frustrations that arose in the different circumstances.

If the subject in the experiment had previous exposure to the DS system, he or she was first asked to play his or her favorite
game on that machine. This gave the researchers information about current level of gaming skill related to the complexity of
'the chosen one, allowing them to see the child playing a game with mechanics he or she was already familiar with. Across the
26
preschoolers,
the
Nintendo
DS
selections
scope
were
very
broad,
including
New
Super
Mario
Bros
,
Sonic
Rush,

Nintendogs
, and
Tonv Ha
wk’
s Proving Ground
. The interviewer observed the child play, noting preferences for game mechanics
and Jnotor interactions with the device as well as the complexity level each game mechanic was for the tested subject. The
researchers asked all of the preschoolers to play with a specific game in consultation with our producers,
The Little Mermaid:
Ariel s Unclersea

Aciventure
. The game was chosen for two major reasons. First, it was one of the few games on the
market with characters that appeal to this young age group. Second, it incorporated a large variety of mechanics that highlighted
the uniqueness of the DS platform. including using the microphone for blowing or singing.

The findings from this initial experiment were extensive. After reviewing the outcomes and discussing the implications for the
game design with our internal game production team. we then outlined the designing needs and presented the findings to a firm
specialising in game design. We worked closely with those experts to set the game design for the two preschool targeted DS
games under development on what we had gathered.

As
the
two
DS
games
went
into
the
development
process,
a
tormative
research
course
oT
action
was
set
up. Whenever
we
dcveloped new game mechanics. we brought preschoolers into our in-house utility lab to test the mechanics and to evaluate
both their simplicity, and whether they were engaging. We tested either alpha or beta versions of different elements of the game,
in addition to looking at overarching game structure. Once a full version of the DS game was ready we went back into the
field test with a dozen preschoolers and their parents to make sure that each of the game elements worked for the children, and
that the overall objective of the game was understandable and the process was enjoyable for players. We also collected parents'
feedback on whether they thought the game is appropriate, engaging, and worth the purchase.

Questions l-5
Complete the sentences below.
Choose
ONE WORD ONL Y
from the each answer.
Write vour answers in boxes 1-5 on your answer sheet.
Exploratory Research Project
Main Objectives:
Determine the relevant
l
______________________in the context
Observe how preschoolers manage playing.
Investigate attitudes of
2
______________________towards games

Subjects:
26 children from different US
3
______________________
Age range: 3 years and 3 months t0 5 years and 11 months
Some children have older
4
______________________
Equal number of new and
5
______________________ players
Some households have Nintendo DS and some don't.

Length of Interview:
1-2 hours
Questions 6-9
Do the following statements agree with the information given in Reading Passage 1.
In boxes 6-9 0n your answer sheet, write
TRUE






















if the statements agrees with the information

FALSE





















if the statements contradicts with the information

NOT GIVEN
















if there is no information on this
6




One area of research is how far mothers and fathers controlled children's playing after school.
7




The researchers are allowed a free access to the subjects' houses.
8




The researchers regarded The Little Mermaid: Ariels Undersea Adventure as likely appeal to preschoolers.
9




The Little Mermaid: Ariel s Undersea Adventure is operated entirely by hand controls.
Questions 10-13
Complete the flow-chart below.
Choose
NO MORE THAN TWO WORDS
from the passage for each answer.
Write your answers in boxes 10-13 on your answer sheet.
Using the Results of the Study
Presentation of design requirements to a specialist
10
____________________________


Testing the mechanics of two new g4mes in the Nintendo lab
(assess
11
____________________________and interest)


A
12
____________________________of the games trailed by twelve children


Collection of
13
____________________________ from parents
READING PASSAGE 2
You .should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
'The History of Pencil
The beginning of the story of pencils started with a lightning. Graphite, the main material for producing pencil, was discovered
in 1564 in Borrowdale in England when a lightning struck a local tree during a thunder. Local people found out that the black
substance
spotted
at
the
root
of
the
unlucky
tree
was
different
from
burning
ash
of
wood.
It
was
soft,
thus
left
marks
everywhere. Chemistry was barely out of its infancy at the time, so people mistook it for lead, equally black but much heavier.
It was soon put to use by locals in marking their sheep for ownership and calculation.

Britain turns out to be the major country where mines of graphite can be detected and developed. Even so, the first pencil was
invented elsewhere. As graphite is soft, it requires some form of encasement. In Italy, graphite sticks were initially wrapped in
string or sheep-skin for stability, becoming perhaps the very first pencil in the world. Then around 1560, an Italian couple made
what are likely the first blueprints for the modern. wood- encased carpentry pencil. Their version was a flat, oval, more compact
type
of
pencil.
Their
concept
involved
the
hollowing
out
of
a
stick
of
juniper
wood.
Shortly
thereafter
in
1662,
a
superior
technique was discovered by German people: two wooden halves were carved, a graphite stick inserted, and the halves then
glued together - essentially the same method in use to this day. The news of the usefulness of' these early pencils spread far and
wide, attracting the attention of artists all over the known world.

Although graphite core in pencils is st


referred to as lead, modern pencils do not contain lead as the
actually a mix of finely ground graphite and clay powders. This mixture is important because the amount of clay content added
to the graphite depends on the intended pencil hardness, and the amount of time spent on grinding the mixture determines the
quality of the lead. The more clay you put in, the higher hardness the core has. Many pencils across the world, and almost all in
Europe, are graded on the European system. This system of naming used B for black and H for hard; a pencil's grade was
described
by
a
sequence
or
successive
Hs
or
Bs
such
as
BB
and
BBB
for
successively
softer
leads,
and
HH
and
HHH
for
successively harder ones. Then the standard writing pencil is graded HB.

In England, pencils continue to be made from whole sawn graphite. But with the mass production of pencils, they are getting
drastically more popular in many countries with each passing decade. As den:iands rise, appetite for graphite soars. According
to the United States Geological Survey (USGS), world production of natural graphite in 2012 was 1,100,000 tonnes, of which
the
following
major
exporters
are:
China,
India,
Brazil,
North
Korea
and
Canada.
However,
much
in
contrast
with
its
intellectual application in producing pencils, graphite was also widely used in the military. During the reign of Elizabeth l, Bor-
rowdale
graphite
was
used as
a
refractory
material
to
line
moulds
for
cannonballs,
resulting
in
rounder,
smoother
balls
that
could be fired farther, contributing to the strength of the English navy. This particular deposit of graphite was extremely pure
and soft, and could easily be broken into sticks. Because of its military importance, this unique mine and its production were
strictly controlled by the Crown.

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