托福TPO32阅读答案
若以阅读时的速度快慢为标准的话，一般可以分为速读和慢读两大类。以比平常阅读速度快三倍以上的速度进行阅读的我们称为“速读”，具体也可分为“线式阅读、面式阅读、图式阅读”的整体感知为特点阅读都可以叫作“速读”。以下是学习啦小编为大家精心准备的：托福TPO32阅读答案，欢迎参考阅读!
托福TPO32文章阅读：
Early Children Education
Preschools—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.
托福TPO32阅读题：
1. According to paragraph1, parents in Japan tend to think of preschool primarily as a place where children can
A. get a good academic start
B. expand their emotional development
C. become more independent
D. experience being part of a group
2. The word “Whereas” in the passage is closet in meaning to
A. Although
B. Because
C. Moreover
D. Already
3. The word “focus” in the passage is closet in meaning to
A. consider
B. respect
C. concentrate
D. advise
4. It can be inferred from paragraph 2 that the Head Start program was designed to serve children who
A. come from families that do not have a lot of money
B. are not doing very well in kindergarten
C. were born in the 1950s
D. need programs that focus primarily on social and emotional factors
5. According to paragraph 3, the Head Start program had NOT been successful at which of the following?
A. Helping children adjust to school
B. Providing long-term increase in IQ scores
C. Improving school performance throughout high school
D. Preventing children from being placed in special-education classes.
6. In paragraph 4, the author mentions the “results from other types of readiness programs” to
A. provide support for the idea that preschool readiness programs have been somewhat successful
B. question the idea that Head Start is more effective than other preschool readiness programs
C. indicate school completion is usually the most reliable indicator of success in most readiness programs
D. emphasize that participation in readiness programs can be increased if costs are reduced
7. According to paragraph 4, a cost-benefit analysis of one preschool readiness program revealed that
A. only one dollar’s worth of benefit was gained for every seven dollars spent on the program
B. the benefits of the program lasted only until the participants reached age 27
C. taxpayers saved seven dollars for every dollars spent on the program
D. to be successful, the program would need to receive about seven times as much money as it currently receives
8. The word “comprehensive” in the passage is closest in meaning to
A. easily understood
B. thorough
C. respectable
D. objective
9. Paragraph 5 mentions that participants in early intervention programs have been shown to do all of the following better than nonparticipants EXCEPT
A. Take care of there health
B. Support themselves financially
C. Take care of their own children
D. Have increased emotional development
10. 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 to
A. claim
B. manage
C. fail
D. attempt
12. The passage mentions “developmental psychologist David Elkind” in order to
A. give an example of an expert who has designed an effective early childhood education program
B. introduce an alternative view about the value of early childhood education
C. explain why early childhood education programs are less effective in the United States than in other countries
D. refute the claim that academic success is dependent on factors outside parents’control
14. 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 Choices
A. 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.
托福TPO32阅读题答案：
1. D 2. A 3. C 4. A 5. B 6. A 7. C 8. B 9. C 10.D 11. D 12. B 13. B 14. BDE
托福阅读TPO32原文答案解析：
第一题，D，细节题。根据第一段，日本的父母认为孩子在学前班能够怎么样?用parents in Japan定位到该段的第三句话“...Japanese parents view them primarily as a way of giving children the opportunity to be members of a group”，这句话是说“日本的父母把它们看作是一个使孩子融入集体的好机会”。“它们”指代前文的preschools。四个选项中，只有D是原文的同义转化，所以D正确。A说得到一个良好的学术开端，这是中国父母的想法;B说促进他们的情感发展，没有提及;C说变得更独立，这是美国父母的想法。
第二题，A，词汇题。whereas表示对比、转折，选项中只有A中的Although表转折，所以选择A。B的because表因果;C的Moreover表递进;D的Already表完成。
第三题，C，词汇题.focus这个词比较简单，意为“集中、聚集”。因此选择C。A的consider是“考虑”;B的respect是“尊重”;D的advise是“建议”。
第四题，A，推断题。从第二段可以推断出，HS项目是为什么样的孩子而设计的?用the Head Start program定位到该段的第二句话“In the United Stated, the best-known program designed to promote future academic success is Head Start.”很明显，这里仅仅介绍Head Start，无法推断出题干的要求，因此我们往后看下。后面“Established in the 1960s......” the program has served...与题干相符，那这句话就是答案句，意思是说Head Start项目是为了响应“贫困战争”的号召而建立的，这个项目已经服务了13million的孩子和家庭，因此我们可以推断出这个项目是针对贫困家庭的儿童，答案是A，do not have a lot of money对应文中的poverty。B说的在幼儿园表现不好和C说的20世纪50年代出生的文中都未提及;D说的需要专注于社会感情因素的项目。虽然文中有提及，但是这是Head Start项目的内容。
第五题，B，否定事实信息题。根据第三段，HS项目在以下哪一项是不成功的?用the Head Start program和successful定位到该段第一句话“Whether Head Start is seen as successful or not depends on the lens through which one is looking.”这句话说的是Head Start的成功与否取决与人们看待的角度，没有提到哪些成功，哪些不成功，因此往后看。后面提到“如果这个项目是为了长期提高IQ分数，那么它完全会令人失望”，令人失望不就是不成功，所以选择B长期增加智商。A说帮助孩子适应学校。“Preschoolers who participate...”这句话说到参加了这个项目的孩子们对未来的学业有着更充分的准备，因此A的内容是Head Start项目的成功。C说提高高中成绩和D说防止孩子被分到特殊班级可以通过“Furthermore....”和“Finally...”这两句话得到证明。
第六题，A，修辞目的题。作者提到引号里头的内容的原因是什么?用引号里的内容定位到该段第一句话“In addition, results from...”。句首有个in addition“除此之外”，说明这个段落的内容应该是与上文某个东西并列的。通过做第五题，我们知道上一段在讲Head Start这个项目的成功，因此第四段的内容也是在讲成功，因此选择A。
第七题，C，细节题。根据第四段，对学前准备项目的成本收益的分析表明什么?文中“for every dollar spent on the program,...”提到了成本和收益的问题，这里是说毕业生27岁时，纳税者在这个项目花费的每一美元就可省下7美元，四个选项中只有C选项是原文的同义转化，所以正确答案是C。A说的每在项目上投入7美元，只有1美元的收益，与原文的相反;B说项目的好处只会持续到参与者27岁的时候，文中的意思到27岁时，才有项目的好处，因此B选项说的时间不对;D说项目若要成功，就需要当下的收益的7倍的投入，文中未提及。
第八题，B，词汇题。comprehensive意为“综合的，广泛的”，只有B的thorough的意思最接近。A的易懂的，C的受尊敬的和D的客观的都不靠谱。要是不懂这个词的意思，可以把这个词带回原文，原文是说“最近关于早期介入项目的XX评估表明，总的来说BalaBala”，既然是“总的来说”，那评估就是一个综合评估。
第九题，C，否定事实信息题。以下哪一项不是第五段提到的早期干涉项目的参与者比非参与者作的更好的地方?用participants in early intervention programs定位到文中“For instance, compared with children who did not participate in early intervention programs,...”这里说到与非参与者相比，参与者提高了情感和认知能力，改善了教育成果，提高了经济的自足性，减少了犯罪行为的发生，改进了健康行为。其中提高了情感和认知能力与D选项对应，D正确，不选;提高了经济的自足性与B选项对应，B正确，不选;改进了健康行为与A选项对应，A正确，不选。因此答案是C，C的照顾好自己的孩子，这是无中生有。
第十题，D，细节题。根据第五段，以下哪项关于早期干涉项目的好处是正确的?用the benefits of early intervention programs定位到文中第一句话“preschool programs can provide significant benefits”学前教育可以带来巨大的收益，紧接着就举例说明带来哪些好处，没有对应的选项。所以我们继续往后看，“of course,...”这句话说到不是所有的项目都能产生这样的收益，也不是每个孩子都能得到同等程度的提高，因此选择D，有些孩子比其他孩子在项目中获益更多，这是原文的同义转化。A中的短期利益和长期利益文中没有提及;B说只有最贵的项目能提供最大的利益，无中生有;C说将Head Start项目的收益与其他项目进行比较，这也是没有提及的。
第十一题，D，词汇题。seek这词比较简单，解释为“寻求、探索”，A是声称，B是管理，C是失败，D是尝试，因此只有D选项与seek最接近。或者将seek带回原文，原文是说“并不是所有的人都认为在学前期XX学术上的提高是一件好事”，既然是提高肯定就attempt去提高，而不能是声称或管理或失败提高，所以正确答案是D。
第十二题，B，作者意图题。文中提到引号的内容是为了什么?用引号的内容定位到第六段的第二句话“In fact, according to developmental psychologist David Elkind...”根据according to我们可以判断出这句话是举例说明，例子是为了说明前文的观点，所以我们往前看，前面“Not everyone agrees that...”提到并不是每个人都认为在学前期追求学术上的提高是一件好事，说明这一段提出了与上文不一样的观点说明第六段的内容与上一段提到的学前项目带来的好处是相对的。因此选择B，给出了一个关于早教价值的另一观点。A说只是为了举一个关于专家的例子，而且这个专家已经设计出有效的早期儿童教育节目，文中的确举了一个专家的例子，但是并没有说这个专家设计出有效的早期儿童教育节目;C说解释为什么美国的早教项目没有在其他国家那么有效，文中有提到美国，但是没有将美国和其他国家进行比较;D说反对学术成功取决与父母控制之外的因素的观点，这是被赞同的观点，与原文的表达相反。
第十三题，B，句子插入题。我们先看下插入句说了什么?根据Elkind,这不仅会让孩子产生痛苦的情绪，而且也不能带来预期的认知收益。句中的this是指代词，让孩子产生痛苦情绪，说明this肯定是指代不好的东西，回到原文，发现第二个空提到feel stress and pressure at a young age在小小年纪就感到压力，所以插入句放在第二个空。
第十四题，BDE，文章小结题。我们先弄清楚每段的主要内容是什么。主要内容一般在段首。第一段的第一句话就说到学前班的形式在不同的国家各不相同，紧接着就以中国、美国和日本为例来说明。第二段是说为学龄前儿童设计的课程项目主要集中在社会因素和情感因素上，紧接着以Head Start项目来说明。第三、四、五段都是说学前项目带来的好处。第六段是说每个人对学前追求学术上的提高观点不一，说明不赞同学前教育带来的好处。根据这些，我们一个个来看选项。A说除了强调学术发展，学前班应该要非常轻松愉快，因为研究显示孩子们从他们觉得有趣的项目中学到更多。
在文中第三段提到了学前班的学术发展，但是没有提到说“学前班应该要非常轻松愉快”，所以A错，不选;B说学前项目比如Head Start能够帮助孩子准备上学，也许对帮助孩子们成为有效的成年人也有长远的作用，这是第三、五段的主要内容，所以B正确;C说研究显示，在学前项目仅专注于一个发展领域而不是想要孩子全方位发展的时候，是最有效的。“whole child”在文中第二段提到了，但是这里说的是Head Start项目强调家长的参与，是为培养“全方位儿童”所设计的，并没有提到怎么样才最有效，所以C错，不选;D说学前项目的目的在不同国家不一样，有些强调集体体验的重要性，其他强调自立和好的学术开端，这是第一段的主要内容，所以D正确;E说学前项目的批评者认为这些项目给了孩子们过分的压力，而且如果孩子的发育还没准备好学术的学习，这些项目就没有效果。对学前项目的批评那就是第六段的内容，所以E正确;F说David Elkind批评公共学前项目，他认为父母不能控制孩子的感情发展。在第六段David Elkind的确批评了公共学前项目，但是并没有提到父母不能控制孩子的感情发展，所以F错。所以这题的答案是BDE。
托福阅读TPO32原文参考译文：
由于不同社会持有的关于儿童早教目的观点的不同，学前班(5 岁以下儿童的教育项目)的形式在不同国家也大不相同。比如说，在一项中、日、美三国的跨国学前班调查中，调查者发现这三个国家的父母对学前教育的看法大相径庭。中国的父母大都认为上学前班可以帮孩子们打开学术上的大门，日本父母则把它们看做是一个使孩子融入集体的一个好机会。相比之下，美国父母认为学前班最主要的目的是让孩子减少依赖性并变得更加自立，尽管获得一个良好的学术开端和团队经验同样很重要。
许多为学龄前儿童设计的课程项目主要集中在社会因素和情感因素上，而有些主要是为提升学龄前孩子们的认知能力和给他们提供开始上幼儿园后会经历的正规指导。在美国，众所周知的为促进未来学术成功设计的项目叫“Head Start”，它是在20 世纪60 年代美国开始“对贫穷开战”时建立的。这个项目已经为超过13,000,000 孩子和他们的家庭提供了服务。它强调的是家长参与，是为培养“全方位儿童”所设计的，包括孩子们的身体健康、自信心、社会责任感以及社交与情感的发展。
Head Start 的成功与否取决于人们看待的角度。比如说，如果人们希望它可以带来智商的长期增长，那它终将是令人失望的。因为尽管Head Start 可以使智力迅速地提高，但这种增长并不会持续太久。而另一方面，很显然，Head Start 的目标是让学龄前儿童做好上学的准备。相对那些没参加Head Start 的孩子们而言，参加了这个项目的孩子门对未来的学业有着更充分的准备。而且，Head Start 的毕业生今后的学习成绩会更好。最后，一些调查表明，虽然收获一般，但最终Head Start 的毕业生在高中结束时会取得更高的学术成就。
此外，从其他类型的学龄前预备项目的结果来看，那些参加过学前项目的毕业生很少重读，他们更愿意完成学校而不是预备项目。在毕业生长到27 岁时，纳税者在这个项目上花费的每1 美元都可省下7 美元。
最近关于早期介入项目的综合评估表明，总的来说，学前项目可以带来巨大的收益，政府在早期投入的资金最终会减少未来的花销。比如说，与没有参与早期介入项目的孩子相比，参加了各种项目的孩子在情感和认知能力上得到了提高，改善了教育成果，提高了经济的自足性，减少了犯罪行为的发生，改进了健康行为。当然，不是所有的的项目都能产生这样的收益，也不是每个孩子都能得到同等程度的提高。此外，一些调查者称那些相对便宜的项目和昂贵项目一样好。
评估的结果仍然很乐观，它认为早期介入的潜在好处是不可估量的。并不是所有人都认为在学前期追求学术上的提高是一件好事。事实上，据发展心理学家大卫·艾尔凯德所说，美国社会急于催促逼迫孩子，以至于让小小年纪的他们感到压力。艾尔凯德认为学术上的成功主要取决于父母控制以外的因素，如天生的能力和孩子的成熟速率。因此，如果不考虑特定年龄段孩子们目前的认知发展水平，就不能期待他们掌握教材。总之，孩子们需要发展适当的教育实践，那就是基于孩子的典型发展和独特性的教育。