【TPO小站】新托福阅读社会科学类文章大汇总.PDF版

【TPO小站】新托福阅读社会科学类文章大汇总.PDF版
【TPO小站】新托福阅读社会科学类文章大汇总.PDF版

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SOCIAL SCIENCE

The First Peoples in America

The Development of European Language

Transportation in the United States

The Role of Television in Politics

The Eating and Dietary Habits of Hominids

Skills of Children Education in the United States

Domestic Migration In United States

A Reasault of a Research about Leaders

The effect of the Baby Boom

Archaeology

"Urban" and "Rural" Population in the United States

Railroad

The Meteoric Rise of Los Angeles

The First Peoples in America

Keywords: United States, culture, Mississippian, agriculture, civilization

The first peoples to inhabit what today is the southeastern United States sustained

themselves as hunters and gathers. Sometimes early in the first millennium A.D.,

however, they began to cultivate corn and other crops. Gradually, as they became more skilled at gardening, they settled into permanent villages and developed a rich culture, characterized by the great earthen mounds they erected as monuments to their gods and as tombs for their distinguished dead. Most of these early mound builders were part of the Adena-Hopewell culture, which had its beginnings near the Ohio River and takes its

name from sites in Ohio. The culture spread southward into the present-day states of

Louisiana, Alabama, Georgia, and Florida. Its peoples became great traders, bartering jewellery, pottery, animal pelts, tools, and other goods along extensive trading networks that stretched up and down eastern North America and as far west as the Rocky

Mountains.

About A.D. 400, the Hopewell culture fell into decay. Over the next centuries, it was

supplanted by another culture, the Mississippian, named after the river along which many of its earliest villages were located. This complex civilization dominated the Southeast from about A.D. 700 until shortly before the Europeans began arriving in the sixteenth

century. At the peak of its strength, about the year 1200, it was the most advanced culture in North America. Like their Hopewell predecessors, the Mississippians became highly

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skilled at growing food, although on a grander scale.They developed an improved strain of corn, which could survive in wet soil and a relatively cool climate, and also learned to

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cultivate beans. Indeed, agriculture became so important to the Mississippians that it

became closely associated with the Sun --- the guarantor of good crops. Many tribes

called themselves "children of the Sun" and believed their omnipotent priest-chiefs were descendants of the great sun god.

Although most Mississippians lived in small villages, many others inhabited large towns. Most of these towns boasted at least one major flat-topped mound on which stood a

temple that contained a sacred flame. Only priests and those charged with guarding the flame could enter the temples. The mounds also served as ceremonial and trading sites, and at times they were used as burial grounds.

22. What does the passage mainly discuss?

(A) The development of agriculture

(B) The locations of towns and villages

(C) The early people and cultures of the United States

(D) The construction of burial mounds

23. Which of the following resulted from the rise of agriculture in the southeastern United States?

(A) The development of trade in North America

(B) The establishment of permanent settlements

(C) Conflicts with other Native American groups over land

(D) A migration of these peoples to the Rocky Mountains.

24. What does the term "Adena-Hopewell"(line 7) designate?

(A) The early locations of the Adena-Hopewell culture

(B) The two most important nations of the Adena-Hopewell culture

(C) Two former leaders who were honored with large burial mounds.

(D) Two important trade routes in eastern North America

25. The word "bartering" in line 9 is closest in meaning to

(A) producing

(B) exchanging

(C) transporting

(D) loading

26. The word "supplanted" in line 13 is closest in meaning to

(A) conquered

(B) preceded

(C) replaced

(D) imitated

27. According to the passage, when did the Mississippian culture reach its highest point of

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development?

(A) About A.D. 400

(B) Between A.D. 400 AND A.D. 700

(C) About A.D. 1200

(D) In the sixteenth century

28. According to the passage, how did the agriculture of the Mississippians differ from that of their Hopewell predecessors?

(A) The Mississippians produced more durable and larger crops of food.

(B) The Mississippians sold their food to other groups.

(C) The Mississippians could only grow plants in warm, dry climates.

(D) The Mississippians produced special foods for their religious leaders.

29. Why does the author mention that many Mississippians tribes called themselves "children of the Sun"(line 22)?

(A) To explain why they were obedient to their priest-chiefs.

(B) To argue about the importance of religion in their culture.

(C) To illustrate the great importance they placed on agriculture.

(D) To provide an example of their religious rituals.

30. The phrase "charged with" in line 26 is closest in meaning to

(A) passed on

(B) experienced at

(C) interested in

(D) assigned to

31. According to the passage, the flat-topped mounds in Mississippian towns were used for all of the following purposes EXCEPT

(A) religious ceremonies

(B) meeting places for the entire community

(C) sites for commerce

(D) burial sites

The Development of European Language

Keywords: language, inscription, mystery, scholar, eighteen century

The languages spoken by early Europeans are still shrouded in mystery. There is no linguistic continuity between the languages of Old Europe (a term sometimes used for Europe between 7000 and 3000 B.C.) and the languages of the modern world, and we cannot yet translate the Old European script. Scholars have deciphered other ancient languages, such as Sumerian, Akkadian, and Babylonian, which used the cuneiform

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script, because of the fortuitous discovery of bilingual inscriptions,. When cuneiform tablets were first discovered in the eighteenth century, scholars could not decipher them. Then inscriptions found in baal at the end of the eighteenth century provided a link: these inscriptions were written in cuneiform and in two other ancient languages, Old Persian and New Elamite--languages that had already been deciphered. It took several decades, but scholars eventually translated the ancient cuneiform script via the more familiar Old Persian language.

Similarly, the hieroglyphic writing of the Egyptians remained a mystery until French troops unearthed the famous Rosetta stone in the late eighteenth century. The stone

carried the same message written in ancient Greek, Egyptian hieroglyphs, and Egyptian hieratic, a simplified form of hieroglyphs. The Rosetta stone thwarted scholars' efforts for several decades until the early nineteenth century when several key hieroglyphic phrases were decoded using the Greek inscriptions. Unfortunately, we have no Old European

Rosetta stone to chart correspondences between Old European script and the languages that replaced it.

Tim incursions of Indo-European tribes into Old Europe from the late fifth to the early third millennia B.C. caused a linguistic and cultural discontinuity. These incursions

disrupted the Old European sedentary farming lifestyle that had existed for 3,000 years. As the Indo-Europeans encroached on Old Europe from the east, the continent underwent upheavals. These severely affected the Balkans, where the Old European cultures

abundantly employed script. The Old European way of life deteriorated rapidly, although pockets of Old European culture remained for several millennia, and new peoples spoke completely different languages belonging to the Indo-European linguistic family. The Old European language or languages, and the script used to write them, declined and

eventually vanished.

22. What does the passage mainly discuss?

(A) Reasons for the failure to understand the written records of Old European culture

(B) Influences on the development of Old European script

(C) Similarities between Old European script and other ancient writing systems

(D) Events leading to the discovery of Old European script

23. According to the passage, New Elamite is

(A) a language that was written in the cuneiform script

(B) a modem language that came from Old Persian

(C) one of the languages spoken by the Old Europeans

(D) a language that was understood by the late eighteenth century

24, According to the passage, scholars were able to decipher cuneiform script with the help of

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(A) the Sumerian, Akkadian, and Babylonian languages

(B) Old Persian.

(C) tablets written in Old European

(C) a language spoken in eighteenth century Iran

25. The word "fortuitous" in line 6 is closet in meaning to

(A) important

(B) sudden

(C) early

(D) lucky

26. The word "them" in line 7 refers to

(A) Sumerian, Akkadian, and Babylonian

(B) bilingual inscriptions

(C) cuneiform tablets

(D) scholars

27. When does the passage suggest that ancient Egyptian hieroglypttic script was finally deciphered?

(A) At around the same time as cuneiform script was deciphered

(B) Shortly before the Rosetta stone was unearthed

(C) As soon as additional bilingual inscriptions became available to scholars

(D) A few decades after the hieratic script was decoded

28. According to the passage, which of the following is true of the Rosetta stone?

(A) It was found by scholars trying to decode ancient languages.

(B) It contains two versions of hieroglyphic script.

(C) Several of its inscriptions were decoded within a few months of its discovery.

(D) Most of its inscriptions have still not been decoded.

29. The word "thwarted" in line 16 is closest in meaning to

(A) continued

(B) influenced

(C) encouraged

(D) frustrated

30. According to the passage, Indo-European incursions caused Old European

populations to

(A) separate into different tribes

(B) move eastward

(C) change their ways of living obtaining food

(D) start recording historical events in Writing

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31. The author mentions the Balkans in the passage in order to explain why

(A) Indo-European languages were slow to spread in Old Europe

(B) the inhabitants of Old Europe were not able to prevent Indo-European incursions

(C) the use of the Old European script declined

(D) the Old European culture survived for a time after the Indo-European incursions

Transportation in the United States

Keywords: transport, Roads, turnpike, company, vehicle

Overland transport in the United States was still extremely primitive in 1790. Roads were few and short, usually extending from inland communities to the nearest river town or seaport. Nearly all interstate commerce was carried out by sailing ships that served the bays and harbors of the seaboard. Yet, in 1790 the nation was on the threshold of a new era of road development. Unable to finance road construction, states turned for help to

private companies, organized by merchants and land speculators who had a personal

interest in improved communications with the interior. The pioneer in this move was the state of Pennsylvania, which chartered a company in 1792 to construct a turnpike, a road for the use of which a toll, or payment, is collected, from Philadelphia to Lancaster. The legislature gave the company the authority to erect tollgates at points along the road

where payment would be collected, though it carefully regulated the rates.(The states had unquestioned authority to regulate private business in this period.)

The company built a gravel road within two years, and the success of the Lancaster Pike

encouraged imitation. Northern states generally relied on private companies to build their toll roads, but Virginia constructed a network at public expense. Such was the road

building fever that by 1810 New York alone had some 1,500 miles of turnpikes extending from the Atlantic to Lake Erie.

Transportation on these early turnpikes consisted of freight carrier wagons and passenger stagecoaches. The most common road freight carrier was the Conestoga wagon, a vehicle developed in the mid-eighteenth century by German immigrants in the area around

Lancaster, Pennsylvania. It featured large, broad wheels able to negotiate all but the

deepest ruts and holes, and its round bottom prevented the freight from shifting on a hill. Covered with canvas and drawn by four to six horses, the Conestoga wagon rivaled the log cabin as the primary symbol of the frontier. Passengers traveled in a variety of

stagecoaches, the most common of which had four benches, each holding three persons. It was only a platform on wheels, with no springs; slender poles held up the top, and

leather curtains kept out dust and rain.

32. Paragraph 1 discusses early road building in the United States mainly in terms of the

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(A) popularity of turnpikes (B) financing of new roads

(C) development of the interior

(D) laws governing road use

33. The word "primitive" in line 1 is closest in meaning to

(A) unsafe

(B) unknown

(C) inexpensive

(D) undeveloped

34. In 1790 most roads connected towns in the interior of the country with

(A) other inland communities

(B) towns in other states

(C) river towns or seaports

(D) construction sites

35. The phrase "on the threshold of" in line 4 and 5 is closest in meaning to

(A) in need of

(B) in place of

(C) at the start of

(D) with the purpose of

36. According to the passage, why did states want private companies to help with road building?

(A) The states could not afford to build roads themselves.

(B) The states were not as well equipped as private companies.

(C) Private companies could complete roads faster than the states.

(D) Private companies had greater knowledge of the interior.

37. The word "it" in line 11 refers to

(A) legislature

(B) company

(C) authority

(D) payment

38. The word "imitation" in line 14 is closest in meaning to

(A) investment

(B) suggestion

(C) increasing

(D) copying

39. Virginia is mentioned as an example of a state that

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(A) built roads without tollgates (B) built roads with government money (C) completed 1,500 miles of turnpikes in one year

(D) introduced new law restricting road use

40. The "large, broad wheels" of the Conestoga wagon are mentioned in line 21 as an example of a feature of wagons that was

(A) unusual in mid-eighteenth century vehicles

(B) first found in Germany

(C) effective on roads with uneven surfaces

(D) responsible for frequent damage to freight

The Role of Television in Politics

Keywords: Television, politics, television , medium, United States

Television has transformed politics in the United States by changing the way in which information is disseminated, by altering political campaigns, and by changing citizens' patterns of response to politics. By giving citizens independent access to thee candidates, television diminished the role of the political party in the selection of the major party

candidates . By centering politics on the person of the candidate, television accelerated the citizen's focus on character rather than issues.>

Television has altered the forms of political communication as well. The messages on which most of us rely are briefer than they once were. The stump speech, a political

speech given by traveling politicians and lasting 1 1/2 to 2 hours, which characterized

nineteenth-century political discourse, has given way to the 30-second advertisement and the 10 second "sound bite" in broadcast news .Increasingly the audience for speeches is not that standing in front of the politician but rather the viewing audience who will hear and see a snippet of the speech on the news.

In these abbreviated forms, much of what constituted the traditional political discourse of earlier ages has been lost. In 15 or 30 seconds, a speaker cannot establish the

historical context that shaped the issue in question, cannot detail the probable causes of the problem, and cannot examine alternative proposals to argue that one is preferable to others. In snippets, politicians assert but do not argue.

Because television is an intimate medium, speaking through it required a changed

political style that was more conversational, personal, and visual than that of the oldstyle stump speech Reliance on television means that increasingly our political world contains memorable pictures rather than memorable words. Schools teach us to analyze words and print. However, in a word in which politics is increasingly visual, informed citizenship requires a new set of skills.

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Recognizing the power of television's pictures, politicians craft televisual, staged events, called pseudo-events, designed to attract media coverage. Much of the political activity we see on television news has been crafted by politicians, their speechwriters, and their

public relations advisers for televised consumption Sound bites in news and answers to questions in debates increasingly sound like advertisements

10. What is the main point of the passage?

(A) Citizens in the United States are now more informed about political issues because of television coverage.

(B) Citizens in the United States prefer to see politicians on television instead of in person.

(C) Politics in the United States has become substantially more controversial since the introduction of television.

(D) Politics in the United States has been significantly changed by television.

11. The word "disseminated" in line 2 is closest in meaning to

(A) analyzed

(B) discussed

(C) spread

(D) stored

12. It can be inferred that before the introduction of television, political parties

(A) had more influence over the selection of political candidates

(B) spent more money to promote their political candidates

(C) attracted more members

(D) received more money

13. The word "accelerated" in line 6 is closest in meaning to

(A) allowed

(B) increased

(C) required

(D) started

14. The author mentions the "stump speech" in line 8 as an example of

(A) an event created by politicians to attract media attention

(B) an interactive discussion between two politicians

(C) a kind of political presentation typical of the nineteenth century

(D) a style of speech common to televised political events

15. The phrase "given way to" in line 10 is closest in meaning to

(A) added interest to

(B) modified

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(C) imitated

(D) been replaced by

16. The word "that" in line 12 refers to

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(A) audience

(B) broadcast news

(C) politician

(D) advertisement

17. According to the passage, as compared with televised speeches, traditional political discourse was more successful at

(A) allowing news coverage of political candidates

(B) placing political issues within a historical context

(C) making politics seem more intimate to citizens

(D) providing detailed information about a candidate's private behavior

18. The author states that "politicians assert but do not argue" (line 18) in order to suggest that politicians

(A) make claims without providing reasons for the claims

(B) take stronger positions on issues than in the past

(C) enjoy explaining the issues to broadcasters

(D) dislike having to explain their own positions on issues to citizens

19. The word "Reliance" in line 21 is closest in meaning to

(A) abundance

(B) clarification

(C) dependence

(D) information

20. The purpose of paragraph 4 is to suggest that

(A) politicians will need to learn to become more personal when meeting citizens

(B) politicians who are considered very attractive are favored by citizens over politicians who are less attractive

(C) citizens tend to favor a politician who analyzes the issues over one who does not

(D) citizens will need to learn how to evaluate visual political images in order to become better informed

21. According to paragraph 5, staged political events are created so that politicians can

(A) create more time to discuss political issues

(B) obtain more television coverage for themselves

(C) spend more time talking to citizens in person

(D) engage in debates with their opponents

22. Which of the following statements is supported by the passage?

(A) Political presentations today are more like advertisements than in the past.

(B) Politicians today tend to be more familiar with the views of citizens than in the past.

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(C) Citizens today are less informed about a politician's character than in the past.

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(D) Political speeches today focus more on details about issues than in the past.

The Eating and Dietary Habits of Hominids

Keywords: paleoanthropological study, hominids, early humans, Dietary Habits, human ancestors

One area of paleoanthropological study involves the eating and dietary habits of hominids, erect bipedal primates-including early humans. It is clear that at some stage of history,

humans began to carry their food to central places, called home bases, where it was

shared and consumed with the young and other adults. The use of home bases is a

fundamental component of human social behavior; the common meal served at a

common hearth is a powerful symbol, a mark of social unity. Home base behavior does not occur among nonhuman primates and is rare among mammals. It is unclear when

humans began to use home bases, what kind of communications and social relations were involved, and what the ecological and food-choice contexts of the shift were. Work on

early tools, surveys of paleoanthropological sites, development and testing of broad

ecological theories, and advances in comparative primatology are contributing to

knowledge about this central chapter in human prehistory.

One innovative approach to these issues involves studying damage and wear on stone tools. Researchers make tools that replicate excavated specimens as closely as possible and then try to use them as the originals might have been used, in woodcutting, hunting, or cultivation. Depending on how the tool is used, characteristic chippage patterns and microscopically distinguishable polishes develop near the edges. The first application of this method of analysis to stone tools that are 1.5million to 2million years old indicates that, from the start, an important function of early stone tools was to extract highly

nutritious food-meat and marrow--from large animal carcasses. Fossil bones with cut

marks caused by stone tools have been discovered lying in the same 2-million-year-old layers that yielded the oldest such tools and the oldest hominid specimens (including

humans) with larger than ape-size brains. This discovery increases scientists' certainty

about when human ancestors began to eat more meat than present-day nonhuman

primates. But several questions remain unanswered: how frequently meat eating occurred; what the social implications of meat eating were; and whether the increased use of meat coincides with the beginning of the use of home bases.

1. The passage mainly discusses which of the following aspects of hominid the following aspects of hominid behavior?

(A) Changes in eating and dietary practices

(B) The creation of stone hunting tools

(C) Social interactions at home bases

(D) Methods of extracting nutritious food from carcasses

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2. According to the passage, bringing a meal to a location to be shared by many

individuals is

(A) an activity typical of nonhuman primates

(B) a common practice among animals that eat meat

(C) an indication of social unity

(D) a behavior that encourages better dietary habits

3. The word "consumed" in line 4 is closest in meaning to

(A) prepared

(B) stored

(C) distributed

(D) eaten

4. According to paragraph 2, researchers make copies of old stone tools in order to

(A) protect the old tools from being worn out

(B) display examples of the old tools in museums

(C) test theories about how old tools were used

(D) learn how to improve the design of modern tools

5. in paragraph 2, the author mentions all of the following as examples of ways in which early stone tools were used EXCEPT to

(A) build home bases

(B) obtain food

(C) make weapons

(D) shape wood

6. The word "innovative" in line 13 is closest in meaning to

(A) good

(B) new

(C) simple

(D) costly

7. The word "them" in line 15 refers to

(A) issues

(B) researchers

(C) tools

(D) specimens

8. The author mentions "characteristic chippage patterns" in line

16 as an example of

(A) decorations cut into wooden objects

(B) differences among tools made of various substances

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(C) impressions left on prehistoric animal bones (D) indications of wear on stone tools

9. The word "extract" in line 19 is closest in meaning to

(A) identify

(B) remove

(C) destroy

(D) compare

10. The word "whether" in line 26 is closest in meaning to

(A) if

(B) how

(C) why

(D) when

Skills of Children

Keywords: children, skills, learning, mathematics, psychologists, adults

People appear to be born to compute. The numerical skills 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 accuracy- one 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 bit 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 second-grade mathematics class without any serious problems of intellectual adjustment.

Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-or, as the case might be bumped into-

concepts that adults take for granted, as they refused, 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.

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31. What 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

32. It 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

33. The word "illuminated" in line 11 is closest in meaning to

(A) illustrated

(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

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

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TPO 小站一对一保分课程https://www.360docs.net/doc/c011237529.html,

(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 3-6

(B) Lines 7-9

(C) Lines 11-14

(D) Lines 17-20

Education in the United States

Keywords: education, schooling, A chance conversation, the formalized process of schooling, high school students

It is commonly believed in the United States that school is where people go to get an

education. Nevertheless, it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important.

Education is much more open-ended and all-inclusive than schooling. It can take place anywhere, whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with stranger may lead a person to discover how little is known of other

religions. People are engaged in education from infancy on. Education, then, is a very broad, inclusive term. It is a should be an integral part of one's entire life.

Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar

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textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the workings of government, have usually been limited by the boundaries of the subject being taught. For

example, high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.

1. What is the main idea of the passage?

(A) The best schools teach a wide variety of subjects.

(B) Education and schooling are quite different experiences.

(C) Students benefit from schools, which require long hours and homework.

(D) The more years students go to school the better their education is.

2. What does the author probably mean by using the expression "Children interrupt their education to go to school" (lines 2-3)?

(A) Going to several different schools is educationally beneficial.

(B) School vacations interrupt the continuity of the school year.

(C) Summer school makes the school year too long.

(D) All of life is an education.

3. The word "bounds" in line 6 is closest in meaning to

(A) rules

(B) experiences

(C) limits

(D) exceptions

4. The word "chance" in line 11 is closest in meaning to

(A) unplanned

(B) unusual

(C) lengthy

(D) lively

5. The word "integral" in line 15 is closest in meaning to

(A) an equitable

(B) a profitable

(C) a pleasant

(D) an essential

6. The word "they" in line 20 refers to

(A) slices of reality

(B) similar textbooks

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托福综合口语官方模考真题高中低 频率场景分类汇总 像托福独立口语的常考话题一样,在综合口语Task2(原Task3)中也有高频场景、中频场景和低频场景的分类。今天给大家带来了托福综合口语官方模考真题高中低频率场景分类汇总,希望能够帮助到大家,下面就和大家分享,来欣赏一下吧。 托福综合口语官方模考真题高中低频率场景分类汇总 高频场景 话题: 基础建设Infrastructure Projects 解释: 学校的一些常见设施发生变化,诸如学校计划购置雕塑、计划在餐厅播放音乐、维修宿舍、建新的体育馆等,因此给出通知或是布告。或是学生提出倡议要求改变学校的基础设施。对话就阅读中的这些相关问题展开讨论。 TPO中出现:

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托福TPO30阅读word版下载一 摘要:托福TPO阅读word版下载资料对于托福阅读训练来说非常重要,能够真实的体验考场答题氛围,里边有详细的中英文对照翻译,通过对托福TPO阅读文章的深入研究,相信会对同学们的阅读提分有很大帮助,各位烤鸭们赶紧下载下来感受一下吧 点击下载托福阅读模拟题 托福TPO30阅读word版下载一 Role of Play in Development Play is easier to define with examples than with concepts. In any case, in animals it consists of leaping, running, climbing, throwing, wrestling, and other movements, either along, with objects, or with other animals. Depending on the species, play may be primarily for social interaction, exercise, or exploration. One of the problems in providing a clear definition of play is that it involves the same behaviors that take place in other circumstance--dominance, predation, competition, and real fighting. Thus, whether play occurs or not depends on the intention of the animals, and the intentions are not always clear from behaviors alone. Play appears to be a developmental characteristic of animals with fairly sophisticated nervous systems, mainly birds and mammals. Play has been studied most extensively in primates and canids (dogs). Exactly why animals play is still a matter debated in the research literature, and the reasons may not be the same for every species that plays. Determining the functions of play is difficult because the functions may be long-term, with beneficial effects not showing up until the animal's adulthood. Play is not without considerable costs to the individual animal. Play is usually very active, involving movement in space and, at times, noisemaking. Therefore, it results in the loss of fuel or energy that might better be used for growth or for building up fat stores in a young animal. Another potential cost of this activity

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