本文目录
- 托福考试阅读题By 1776 the fine art of painting as it had developed in western Europe up to
- 托福阅读的最后一题怎么做啊
- 求托福阅读经典加试原文英文阅读+题目+答案（因为自己找到的全是中文的）
- 托福tpo32阅读文本+题目 word版
托福考试阅读题By 1776 the fine art of painting as it had developed in western Europe up to
1.C 第二段开头已经说明了答案。2.B A和C答案等效（在前一句话中说明painters had been willing to assume such artisan-related tasks as varnishing, gilding teaching, keeping shops, and painting wheel carriages, houses, and signs. ），所以不选，D根本没有提到3.A “rejected the status of laborer and thought of themselves as artists”4.C “all three enjoyed sufficient patronage to allow them to maintain an image of themselves as professional artists, an image indicated by their custom of signing their paintings.”5.B6.D 最后一句话说明此观点
托福阅读的最后一题怎么做啊
对于托福阅读出现在最后一题的文章小结题很多同学都对此非常头疼，往往只能选出3个正确答案中的最多2个，甚至只有一个（这是不得分的）。同学们往往觉得做这道题目的时候时间总是不够用，即使有充足的时间也可能由于对于文章所读过的内容有所遗忘导致大家对于最后这道题产生了阴影，因而每每遇到文章小结题就产生了巨大的恐惧感。因此今天我们就来一起讨论分析一下文章小结题的一些解题策略。首先，从文章小结题的要求上来分析，这一题需要我们归纳总结出全文中three most important ideas,也就是文章最重要的三个主要观点。这些观点一定是源自于各个段落的段落观点，甚至有些文章的主要观点之一就是某一个重要段落的段落观点。因此这就意味着我们在选择的过程中需要回顾文章各个段落的主要内容并进行相应的整合归纳得出最后的答案。其次，从做题的时间上来说，根据大部分中国同学的托福阅读做题速度，同学们在做到最后一题的时候往往在20分钟的单篇阅读时间中只会剩下2-3分钟的时间，所以指望自己在仅剩的这点时间里带着紧张焦虑的心情做对小结题是非常困难的，很有可能就会超时进而占用了下一篇文章的时间。因此对于小结题的做题准备工作一定是从读到文章的第一刻开始的。文章标题——很多同学在拿到托福阅读文章的时候都没有读title（标题）的习惯，这点其实很不好。花上3-5秒读一下文章的标题，我们就可以了解本篇文章的主要描述对象，甚至还可以从部分的标题中了解文章的主要写法。比如：我们一直会遇到A and B这样结构的标题，大家比较熟悉的就是官方指南中的《artisan and industrialization》这篇文章，在这里大家可以记住凡是这样结构的标题且A和B不属于同一个类别的时候文章一定写的是其中一者对于另一者的影响。就好像OG上的这篇文章说的就是当时的手工艺者在遇到全新工业时代的到来时受到的影响。所以当我们关注文章标题的时候我们就可以在阅读开始之前对文章内容有一个大概的预判。文章段落——在标题过后我们自然进入到了文章段落的理解以及做题的过程中去，在这个过程中其实我们需要为最后的文章小结题做好非常充分的准备。在读完每一个段落之后我建议同学们不要急于开始进行左侧相应题目的解答。我们应该回顾总结一下刚才所读的这一段的main idea（段落观点），我们都知道其实大部分文章段落的核心观点都展现在段落的前两句话范围内。当然我们也需要知道 在一部分情况下在段落中间篇幅的地方会出现一句转折词开头的句子，这句话往往引出了一个新的观点，同时也对这个段落进行了分层。比如：Reduction in numbers of game should have boded ill for their survival in later times. A worsening of the plight of deer was to be expected as settlers encroached on the land, logging, burning, and clearing, eventually replacing a wilderness landscape with roads, cities, towns, and factories. No doubt the numbers of deer declined still further. Recall the fate of the Columbian white-tailed deer, now in a protected status. But for the black-tailed deer, human pressure has had just the opposite effect. Wildlife zoologist Helmut Buchner(1953), in reviewing the nature of biotic changes in Washington through recorded time, says that "since the early 1940s, the state has had more deer than at any other time in its history, the winter population fluctuating around approximately 320,000 deer (mule and black-tailed deer), which will yield about 65,000 of either sex and any age annually for an indefinite period."在这一段文章中我们从段首的地方了解到段落一开始主要在讨论人类活动破坏了deer的栖息地导致deer数量急剧减少。但是我们在中间看到了But for the black-tailed deer, human pressure has had just the opposite effect.这样一句话。很明显这句话起到了分层的作用，在这句话后面的部分开始介绍的是black-tailed deer受到了人类影响反而数量增加的观点及相关内容。所以很显然这样的段落我们要将两个部分观点结合在一起作为本段话的main idea，并且更多的以后半段作为重心。我们在这样一段文章的阅读后可以在大脑中过一下段落观点，当然如果有同学觉得读到之后的文章内容后很容易忘记前文的段落观点，那么我建议大家可以进行适当的笔记。关于段落观点的笔记——阅读也需要笔记吗？当然可以，因为这是一个非常高效的方式来帮我们每个同学记录每一段的main idea，值得注意的是往往文章第一段都是对于背景信息的介绍，所以我们在读完之后不需要进行笔记的记录。而对于之后的每一个段落在读完之后建议同学们不要急着做题，而是可以先把本段的main idea用最简单的笔记方式（参考听力笔记的记录方式）在草稿纸上记录下来。这样一来在全部段落读完之后也就是我们做到文章最后一题的时候我们可以参考我们自己的笔记梳理文章的主要观点。这样一来就可以非常高效同时准确的归纳出文章重要观点，在有限的时间里迅速阅读最后一题的每一个选项，开始进行判断筛选工作。关于干扰项——很多同学在经过一整篇文章的阅读和做题之后在做文章小结题的时候往往会很容易选出一个看似内容在原文提到过的选项作为答案之一。但是其实这样的选项有可能是原文的细节信息或者是例子，这恰恰在文章小结题中是最常见的干扰项，同学们必须及时转变思维模式，将这样的选项排除掉。这里我们再来看一个官方指南中的例子：This unprecedented development of a finite groundwater resource with an almost negligible natural recharge rate—that is, virtually no natural water source to replenish the water supply—has caused water tables in the region to fall drastically. In the 1930s, wells encountered plentiful water at a depth of about 15 meters; currently, they must be dug to depths of 45 to 60 meters or more. In places, the water table is declining at a rate of a meter a year, necessitating the periodic deepening of wells and the use of ever-more-powerful pumps. It is estimated that at current withdrawal rates, much of the aquifer will run dry within 40 years. The situation is most critical in Texas, where the climate is driest, the greatest amount of water is being pumped, and the aquifer contains the least water. It is projected that the remaining Ogallala water will, by the year 2030, support only 35 to 40 percent of the irrigated acreage in Texas that is supported in 1980.In Texas, a great deal of attention is being paid to genetic engineering because it is there that the most critical situation exists.很明显我们会发现这个选项中提到的Texas属于原文段落中例子，同时该选项中还出现了这个段落中未提及的genetic engineering的信息，所以我们可以认定这个选项属于错误细节信息，因此属于干扰项。我们再来看到另外一种比较典型的干扰项，通过很多文章的标题我们都能获知文章主要讨论的对象，那么也就是说全文都会围绕这一对象进行展开，最后我们所选出的重要观点也应该是以该对象为主角（选项句子的主语往往是这个对象），那么一旦我们在选项中遇到主语并不是文章主角的句子就应该更加仔细的进行判断。比如我们来看接下来的这个例子，在TPO中有这样的一篇文章：《Deer population of the Puget Sound》，通过标题以及文章的通读我们很容易得知全文主要讨论的对象就是这一地区deer的数量，所以最后的正确选项应该是以deer population作为主语的，那么对于下面这样不以deer数量为主语的选项我们就要更加慎重地去判断。Wildlife biologists have long been concerned that the loss of forests may create nutritional deficiencies for deer.关于正确选项——最后我们来一起看一下文章小结题的正确选项具有什么样的特点。作为一个正确的选项根据上文所提到的必须是以全文主角为句子的主语，同时必须是一个概括性的观点，那么怎么样来判断这个选项是否是一个概括性观点呢？有这样一个原则可供同学们参考：这个选项如果可以至少概括原文中某一段落的主旨的话，也就是可以作为原文中至少一段话的main idea那么就可以认定为文章的重要观点之一。那么有同学会问到如果选项可以概括原文的相邻两段话的话，是否可以选择呢？那就可以更加确信无疑。因为如果这一选项可以概括相邻两段话的内容的话，就足以证明这一选项的概括性以及在全文的重要性。让我们通过下面的例子来更形象的理解一下这一原则：The numbers of deer have fluctuated markedly since the entry of Europeans into Puget Sound country. The early explorers and settlers told of abundant deer in the early 1800s and yet almost in the same breath bemoaned the lack of this succulent game animal. Famous explorers of the north American frontier, Lewis and Clark arrived at the mouth of the Columbia River on November 14, 1805, in nearly starved circumstances. They had experienced great difficulty finding game west of the Rockies and not until the second of December did they kill their first elk. To keep 40 people alive that winter, they consumed approximately 150 elk and 20 deer. And when game moved out of the lowlands in early spring, the expedition decided to return east rather than face possible starvation. Later on in the early years of the nineteenth century, when Fort Vancouver became the headquarters of the Hudson’s Bay Company, deer populations continued to fluctuate. David Douglas, Scottish botanical explorer of the 1830s, found a disturbing change in the animal life around the fort during the period between his first visit in 1825 and his final contact with the fort in 1832. A recent Douglas biographer states:" The deer which once picturesquely dotted the meadows around the fort were gone , hunted to extermination in order to protect the crops."Deer populations naturally fluctuate, but early settlers in the Puget Sound environment caused an overall decline in the deer populations of the areas at that time.通过上文段落的阅读理解我们可以归纳出段落的主要观点是由于人类的行为导致这一地区的deer数量产生了巨大波动，主要出现了大量减少的情况。如果同学们在读完这一段话之后就进行归纳并在草稿纸上进行相应的笔记记录，那么在做到最后一题的时候我们看着自己的笔记再和题目给到我们的6个选项进行比对我们就会发现加粗的这一句选项的内容完全概括了该段落的核心观点，也没有出现任何错误或多余的信息，所以完全符合我们之前所提到的正确选项的特点，因此可以大胆的将这一选项选出来。以上便是我对于托福阅读最后一题的文章小结题的解题思路进行的初步分析，总体上还是希望同学们可以在读文章的时候更加关注对于文章总体思路以及核心观点的把握，而不是只关注那些题目所问到的信息，这样只会使得自己对文章的理解过于片面。文章小结题这一题目本来就是没有任何技巧可言，同学们还是要注意在平时做题的过程中就要养成良好的阅读习惯：在每一段落读完之后及时归纳概括段落的核心观点，形成思维定式和习惯，那么在真正考试的时候也就能够从容的应对文章小结题这一看似特别“讨厌”的题目了。
求托福阅读经典加试原文英文阅读+题目+答案（因为自己找到的全是中文的）
两河流域苏美文明与埃及文明之比较 达尔文进化论1. c 1. a2. c 2. a3. a 3. d4. a 4. a5. a 5. c6. d 6. b7. b 7. c8. c 8. a9. d 9. a10. a 10. b11. d 11. a12. d 12. b13. a, f / c, d, g 13. b 14. c, d, aLECTURE ONE主题：神经胶质细胞研究内容简介：教授说早期对人类大脑的研究集中在神经细胞neuron，让一男生起来回答上节课的主要内容，男生说bioelectricity（生物电） 通过神经细胞传导，通过两个神经细胞的接触点传到下一个细胞，有趣的是说到这里被教授打断，说他答得已经很完整了（有题目出现，问教授打断他的用意）。 glial cells（神经胶质细胞）的作用在早期被忽视了，人们认为胶质细胞只有支持神经细胞的作用。后来人们发现胶质细胞也有传导信息的作用，不是通过生物电， 而是化学物质传导。于是总共有三种传导方式，神经细胞间，胶质细胞间，神经和胶质细胞互相传导。而且发现胶质细胞的数量及其巨大，远多于神经细胞。同时还可能有修复神经细胞，决定哪些神经长的大。教授又说，胶质细胞可能与智力有关，越多智商越高，但这不确定。教授说对胶质细胞的研究是一个很开阔的领域，建议学生们可以考虑毕业后作深入研究（有题目出现）。 以往人们对神经传导的研究仅限于neuron（神经元），也叫nerve cell。神经传导通过electrical communication从一个结点传到另一个结点，神经元被认为起主要作用，glial cell（神经胶质细胞）研究的很少，一直被忽略，被看作help the growth of neurons（有题目出现），起辅助作用。后来偶然发现大脑中glial cell（神经胶质细胞）比neuron（神经细胞）的数目多很多，glial cell（神经胶质细胞）引起了科学家的重视，开始研究它究竟起什么作用（有题目出现，问glial cell怎么引起科学家注意的）。 & U) o; U& X* K9 _5 e后来有一重大 突破， 发现glial cell传导信号不是用的electrical signal，而是用chemical conductor（有题目出现）。传统观点一直误以为glial cell也像nerve cell一样用电信号。后来谈到glial cell可能的作用：使人更intelligent。对glial cell的认识目前十分有限，但相关研究已经开始流行，是大家毕业之后可选的研究课题（有题目出现）1. 选有h的那个2. little research on glial cell3. support4. outnumber / chemical signal5. many researches6. dDIALOGUE ONE主题：女学生丢了钱包内容简介：女生的钱包中里面有她的student id& meal card以及 key等东西，无法回dorm。于是去student service办id card，遇到staff（口音是黑人）把守，说没有id card 不能进去，要么出示driving license，要么是有头像照片的证件，比如passport或者其他。但是女生说，我的wallet丢了，id card没了，passport也在dorm里面，而没有id card，dorm不让进(有题目出现，问她为什么拿不到passport)。后来女说这个问题她和dorm负责人说过，有email 到这里做说明。staff查了查，果然如此，然后staff又说如果你能正确说出passport 的number，就让她进去，女学生从容的说出了number，他说OK，你可以进去了，但是你会受到监视。女生说who cares! 女生又说了：她的meal card也掉了。管理员说：你在里面办ID的时候也可以顺便办了meal card。女生说:你真的是帮了我很大的忙啊!1. d2. a3. c4. d5. dLECTURE TWO 主题：浪漫主义诗歌内容简介：主要介绍 18-19 世纪英国浪漫主义(Romanticism)诗歌的代表人Wordsworth的诗。他是浪漫主义的鼻祖，但浪漫主义这个称谓是后人加上的，不是他们本身 这样称呼自己的（有题目出现）。Romanticism不是我们平时理解的romance，和男女之间的爱情无关。Romanticism针对的是 common people而不是少数educated people，用的是simple language，描述的是日常生活中常见的事物，孩子，人类情感，以及自然和人类之间的互动。教授以自己为例，说自己在散步时感受到了这种互动（有题目 出现）与romanticism针锋相对的一种风格是neoclassicism新古典主义，也是那位romanticism的鼻祖很反对的。 neoclassicism使用太多的elaboration，如sky不叫sky，而叫blue什么的；bird不叫bird，而叫feathered person。教授把该诗人的作品分为三个阶段。早期的浪漫主义作品，主要描述植物的（花与草）诗歌。 中期时是对一些社会现象的评论。后期时对早期的作品进行修改。目前文学界还是认为它早期的作品是最好的。教授还说，他的诗越写到后来越糟糕，反而早期的比较好，本文重点讲了他第一阶段的诗。答案不明～～～DIALOGUE TWO主题：鸟类迁徙bird migration内容简介：一个学生找老 师因为他要写的bird migration的报告，但找不到足够多的材料，老师认为不可能材料不够（有问题出现，问教授这话什么意思，答案是她认为找resource应该 easy)，男生说因为他要写得paper是关于古代鸟类迁徙的，所以资料不够。教授的说：“你确实找到了一个好的题目，但是你要知道我的要求是你们的论 文要反映你们这学期学了什么。”后来他说想写关于Aristotle关于这个题目的看法之类的，老师说她的要求是希望他们运用所学知识研究来完成 paper 不要做summarization，希望他换一种想法，可以写以前的old theory，然后现在的这些新研究如何支持或者驳斥这些theory，接着他想到可以写bird migrate at night，人们大多只看到大鸟，所以认为小鸟在大鸟的翅膀下迁徙什么的，其实新发现是因为小鸟晚上飞（有问题出现，通过说这个topic来验证自己理解 了老师的意图change the topic from ancient to recent）。后来他又想写一种不迁徙而是冬眠的鸟，又被老师拒绝了，老师说才15页的报告就不要那么折腾成这样，但是想法挺不错。最后老师希望他一周 后再来一下，看一看他确定的方向1. c2. a3. b / d4. a5. bLECTURE THREE主题：拉格泰姆音乐(1890-1915期间在美国流行的一种音乐)Ragtime music内容 简介：Ragtime介绍了一种流行于美国十九世纪左右名为ragtime的音乐，能够表现年青人的活力(spirit of youth)之类的，此乐流行是由于piano的关系，因为两者真是太搭配了。在那个年代，在各种场合都用钢琴。此乐当时流行程度，就像Rock & Roll在某一时期一样。（有问题出现，女学生说了一堆后，来了一句 I just don’t get it，意思是要教授explain），还说piano 之所以当时那么受欢迎，一是因为它能与音律产生和谐，另一是因为当时它算一种财富地位的象征什么的symbol of wealth and status。再加上那个年代，大家都没钱，就去public concert or restaurant什么的听音乐，而piano声音够响亮，又和ragtime music rhythm搭配的天衣无缝，所以，两者相得益彰这个音乐年轻人很喜欢，因为很有激情。除了到处演出啊，park演出等不用钢琴，因为难搬（有考点出现，because of transportation problem）。同时，此乐也是 jazz的前身，因为演奏者不按牌理出牌，一首曲七个人弹，弹出七种调。这种ragtime音乐影响很远啊，例如现在的jazz就是从那发展来的。1. c2. c3. c / d4. b5. a6. aLECTURE FOUR主题：大王花Rafflesia内容简介：教授一开始就介绍植 物分类，提到分类中的species种，genus属，order目。说植物的classification 很难，一些特性比较特殊的植物特别是这个样子。提出植物的分类不能完全依靠它flower的形态和特性。提到Rafflesia(大王花)，开花石会散发 腐臭的味道，以吸引蝇类传播花粉。她举了Indonesia的一种植物M，它的flower很特别，超级大（图片显示它的直径有一个手臂这么长，颜色为绛 红），有难闻的味道，象什么肉，但是最后发现他们不是一个order 的。生长在很恶劣的环境中，其它的植物都不能生长（有题目出现：它生长在什么样的环境当中?） 这种植物有事物的来源，但是它还是会抓insect吃，因为它不能从土壤中得到足够的营养，所以要通过这种方式来获取所需的营养（有题目出现：为什么吃虫 子）。然后教授说了它怎么抓虫的? 经过很长时间的研究，专家发现它和violet(紫罗兰)、willow(柳树) 等是属于一个order的，后提到幼时的violet，也会散发那种smell的。提到共存（有题目出现）有提到另一种南美洲的植物和它是同一目的，但是 花很小，味道也不难闻，与蓝莓共生coherent。学生提问不能测DNA吗，教授说这种大花基本不进行光合作用，没法提取一般植物能提取到的DNA。在 DNA分析技术成熟之前根本无法将他们并为同类，由于他们的特征差异太大。教授还提到这种植物的交配不易，其一气味难闻致使传蜜的动物不易接近，其二它每 年只开一次花，且花分雌雄。所以要这么多先天条件凑齐不易，所以很少有人有机会看到开花的全过程。（有考题出现）所以，结论，不可以貌取人。后来又讲了这 种花很有可能灭绝，原因是要fly帮忙运花粉，要同种的花在一起，要这些条件同时发生，是小概率事件。Small incident1. c2. d3. a4. b5. b6. c 补充：英文原文的题目目前应该没有吧，这个难度貌似有点高。现在连专门偷题的人都弄到托福的原题，因为托福现在是机考的缘故。。。
托福tpo32阅读文本+题目 word版
托福阅读TPO32原文+答案解析+译文：Early Children EducationPreschools—educational programs for children under the age of five—differ significantly from one country to another according to the views that different societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see preschools primarily as a way of giving children a good start academically,Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.While many programs designed for preschoolers focus primarily on social and emotional factors, some are geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will experience when they start kindergarten.In the United Stated, the best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parental involvement, was designed to serve the “whole child”,including children’s physical health, self-confidence, social responsibility, and social and emotional development.Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a disappointment. Although graduates of Head Start programs tend to show immediate IQ gains, these increases do lot last. On the other hand,it is clear that Head Start is meeting its goal of getting preschoolers ready for school. Preschoolers who participate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are modest.In addition, results from other types of preschool readiness programs indicate that those who participate and graduate are less like to repeat grades, and they are more like to complete school than readiness program, for every dollar spent on the program,taxpayers saved seven dollars by the time the graduated reached the age of 27.The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significant benefits, and that government funds invested early in life may ultimately lead to a reduction in future costs.For instance, compared with children who did not participate in early intervention programs, participants in various programs showed gains in emotional or cognitive development, better educational outcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good as relatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be substantial.Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing.In fact, according to developmental psychologist David Elkind , United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues that academic success is largely dependent upon factors out of parents’ control, such as inherited abilities and a child’s rate of maturation.Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development.In short, children require development appropriate educational practice,which is education that is based on both typical development and the unique characteristics of a given child.1. According to paragraph1, parents in Japan tend to think of preschool primarily as a place where children canA. get a good academic startB. expand their emotional developmentC. become more independentD. experience being part of a group2. The word “Whereas” in the passage is closet in meaning toA. AlthoughB. BecauseC. MoreoverD. Already3. The word “focus” in the passage is closet in meaning toA. considerB. respectC. concentrateD. advise4. It can be inferred from paragraph 2 that the Head Start program was designed to serve children whoA. come from families that do not have a lot of moneyB. are not doing very well in kindergartenC. were born in the 1950sD. need programs that focus primarily on social and emotional factors5. According to paragraph 3, the Head Start program had NOT been successful at which of the following?A. Helping children adjust to schoolB. Providing long-term increase in IQ scoresC. Improving school performance throughout high schoolD. Preventing children from being placed in special-education classes.6. In paragraph 4, the author mentions the “results from other types of readiness programs” toA. provide support for the idea that preschool readiness programs have been somewhat successfulB. question the idea that Head Start is more effective than other preschool readiness programsC. indicate school completion is usually the most reliable indicator of success in most readiness programsD. emphasize that participation in readiness programs can be increased if costs are reduced7. According to paragraph 4, a cost-benefit analysis of one preschool readiness program revealed thatA. only one dollar’s worth of benefit was gained for every seven dollars spent on the programB. the benefits of the program lasted only until the participants reached age 27C. taxpayers saved seven dollars for every dollars spent on the programD. to be successful, the program would need to receive about seven times as much money as it currently receives8. The word “comprehensive” in the passage is closest in meaning toA. easily understoodB. thoroughC. respectableD. objective9. Paragraph 5 mentions that participants in early intervention programs have been shown to do all of the following better than nonparticipants EXCEPTA. Take care of there healthB. Support themselves financiallyC. Take care of their own childrenD. Have increased emotional development10. According to paragraph 5, which of the following is true about the benefits of early intervention programs?A. These programs produce good short-term benefits but few long-term benefits.B. Only the most expensive programs provide substantial benefits.C. The Head Start program provides a range of benefits that no other program can provide.D. Some children benefit more than others do from these programs.11. The word “seek” in the passage is closet in meaning toA. claimB. manageC. failD. attempt12. The passage mentions “developmental psychologist David Elkind” in order toA. give an example of an expert who has designed an effective early childhood education programB. introduce an alternative view about the value of early childhood educationC. explain why early childhood education programs are less effective in the United States than in other countriesD. refute the claim that academic success is dependent on factors outside parents’control14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passages or are minor ideas in the passage. This question is worth 2 points.Preschool programs provide opportunities for young children to develop socially, emotionally, and cognitively.Answer ChoicesA. In addition to stressing academic development, preschools should be enjoyable, since studies show that children benefit from programs they find fun.B. Preschool programs such as Head Start have been shown to help prepare children for school and may also have long-team benefits in helping children become effective adults.C. Studies have shown that preschool programs are most effective when they focus on only one area of development rather than trying to serve the “whole child”.D. The primary purpose of preschool programs varies by country, with some stressing the importance of group experience, and others self-reliance or getting a good academic start.E. Critics of preschool programs argue that these programs put undue pressure on children and may not be effective of children are not developmentally ready for academic work.F. David Elkind is a critic of publicity funded preschool programs, arguing that the parent cannot control their children’s emotional development.详细内容可以看看这个http://toefl.xiaoma.com/tuofuyuedu/20150601/391480.html?seo=d7.151116
