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.
Despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. The aim of the present study is to start to provide such information, to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.
第二段 Literature Review 。第一句话就是观点句，说明以前的研究说明儿童对于热带雨林的知识是错误的
第三段调查研究开始(做问卷调查)。调查过程(五个问题)
The study surveys children’s scientific knowledge and attitudes to rainforests. Secondary school children were asked to complete a questionnaire containing five open-form questions. The most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. Some children described them as damp, wet or hot. The second question concerned the geographical location of rainforests. The commonest responses were continent or countries: Africa (given by 43% of children), South America(30%), Brazil(25%). Some children also gave more general locations, such as being near the Equator.
Responses to question three concerned the importance of rainforests. The dominant idea, raised by 64% of the pupils ， was that rainforests provide animals with habitats. Fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. More girls (70%) and boys (60%) raised the idea of rainforest as animal habitats.
