20xx年toefl考试模拟题-2(doc44)-考试学习(编辑修改稿)

20xx年toefl考试模拟题-2(doc44)-考试学习(编辑修改稿)内容摘要：

ar to be born to pute. The numerical skill of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracyone plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons, and forks on the table and, a hit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a secondgrade mathematics class without any serious problems of intellectual adjustment. 中国最大的管理资源中心 (大量免费资源共享 ) 第 7 页 共 39 页 Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle froms of daily learning on which interllectual progress depends. Children were observed as they slowly graspedor ,as the case might be,bumped intoconcepts that adults take for granted, as they refuseed, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table is itself far from innate. does the passage mainly discuss? (A) Trends in teaching mathematics to children (B) The use of mathematics in child psychology (C) The development of mathematical ability in children (D) The fundamental concepts of mathematics that children must learn can be inferred from the passage that children normally learn simple counting (A) soon after they learn to talk (B) by looking at the clock (C) when they begin to be mathematically mature (D) after they reach second grade in school word illuminated in line 11 is closest in meaning to (A) iliustrated (B) accepted (C) clarified (D) lighted 34 . The author implies that most small children believe that the quantity of water changes when it is transferred to a container of a different (A) color (B) quality (C) weight (D) shape 35 .According to the passage, when small children were asked to count a pile of red and blue pencils they (A) counted the number of pencils of each color (B) guessed at the total number of pencils (C) counted only the pencils of their favorite color (D) subtracted the number of red pencils from the number of blue pencils 中国最大的管理资源中心 (大量免费资源共享 ) 第 8 页 共 39 页 36. The word They in line 17 refers to (A) mathematicians (B) children (C) pencils (D) studies 37. The word prerequisite in line 19 is closest in meaning to (A) reason (B) theory (C) requirement (D) technique 38. The word itself in line 20 refers to (A) the total (B) the concept of abstract numbers (C) any class of objects (D) setting a table 39. With which of the following statements would the author be LEAST likely to agree? (A) Children naturally and easily learn mathematics . (B) Children learn to add before they learn to subtract. (C) Most people follow the same pattern of mathematical development (D) Mathematical development is subtle and gradual. 40. Where in the passage does the author give an example of a hypothetical experiment ? (A) Lines 36 (B) Lines 79 (C) Lines 1114 (D) Lines 1720 Botany, the study of plants, occupies a peculiar position in the history of human knowledge. For many thousands of years it was the one field of awareness about which humans had anything more than the vaguest of insights. It is impossible to know today just what our Stone Age ancestors knew about plants, but from what we can observe of preindustrial societies that still exist, a detailed learning of plants and their properties must be extremely ancient. This is logical. Plants are the basis of the food, oyramid for all living things, even for other plants. They have always been enormously important to the welfare of people, not only for food, but also for clothing, weapons, tools, dyes, medicines, shelter, and a great many other purposes. Tribes living today in the jungles of the Amazon recognize literally hundreds of plants and know many properties of each. To them botany, as such, has no name and is probably not even recognized as a special branch of knowledge at all . Unfortunalely, the more industrialized we bee the farther away we move from direct 中国最大的管理资源中心 (大量免费资源共享 ) 第 9 页 共 39 页 contact with plants, and the less distinct our knowledge of botany grows. Yet everyone es unconsciously on an amazing amount of botanical knowledge,and few people will fail to recognize a rose, an apple,or an orchid. When our Neolithic ancestors, living in the Middle East about。