2022最新整理托福历年真题题目及答案.docx

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1、2022最新整理托福历年真题题目及答案篇1Part VDirection ： In this part of the test has incomplete sentences. Four words or phrases, marked (A), (B), (C) and (D) are given beneath each sentence. You are to choose the one that best completes the sentence. Then, on your answer sheet, find the number of the question and m

2、ark on your answer sheet.101. For several years now, we have seen a marked in attendance and exhibitions at thePCB design conferences.(A) increase (B) increased (C) increasing (D) TO increase102. Make sure that transportation to and from the river is arranged to your .(A) satisfactory (B) satisfacti

3、on (C) satisfy (D) to satisfy103. The imposing that will soon be Rand Corporations R&D center wasrenovated by the highly admired designer Haewook Lee.(A) structural (B) structure (C) structurally (D) instructurallearn, like math, physics and chemistry and I need to discuss with my friends in order t

4、o finish the homework. They might offer me new perspectives to solve the problems in the homework. Additionally, working together with others to finish the homework helps to develop cooperation with each other.Cooperation awareness can be beneficial in the future working environment. So, that is why

5、 I d like to work with others to finish the homework.托福口语真题解析Task 2Do you agree or disagree with the following statement： it is important for young people to learn domestic skills such as cooking, sewing, caring for children.托福口语范文一：Personally, I definitely think that children should learn to do hou

6、sehold tasks. Lots of important qualities can be developed through learning domestic skills. Children will learn to be a responsible person, and that is a like cornerstone for them to become a better person. Children will get a sense of achievement if they can do a lot of housework. Additionally, if

7、 they have skills like vacuuming the floor, doing laundry, or even walking the dog and stuff like that, they can be more independent when they go to college far away from home.托福口语真题上午场TASK1 - In your opinion, which of the following behavior is the most negative one displayed by children? being self

8、ish, to speak impolitely, being loud.上午场托福口语真题Task 1Which of the following kids behavior has the most negative impact on others?A. selfishness B. talking rude C. speaking loudly托福口 语真题 Tl： which of the following three behaviors would you consider the most negative for kids? Being selfish, saying imp

9、olite things or speaking loudly in public托福口语范文一：Sample：I think among the three behaviors, speaking impolitely is the worst one. First, sure, young children all have great trouble controlling their inappropriate desires or urges. But speaking impolitely is really disrupting because it influences oth

10、ers and if that behavior is not corrected in time, it shows bad parenting. And nothing makes a kid look bad than possible bad parenting, because there s no end to it. On the other hand, being selfish is actually part of human nature, it s not really a thing to blame. Scientifically speaking, little

11、kids arenaturally egocentric. And being loud is so common that sometimes adults even enjoy them, it makes things alive, doesn t it? However, nobody likes to be constantly offended, even by a child.托福口语范文二：Personally, I would say the most impolite behavior is to speaking loudly, especially in public

12、places. Actually, kids should be taught from day one to respect others and keep quiet in public places and speaking out loud is pretty rude. For example, if a kid shouts out in the classroom, the teacher will be annoyed and other students cannot focus on the lecture. Speaking out loud in places like

13、 restaurant, bus or trains can also disturb others. In all, speaking out loud is the most annoying to me.托福口语范文三：Task 1参考答案：Well I think being selfish is the most negative for kids. Coz that shows the kid just cares about his or her self and once this mentality is formed, it is really annoying and h

14、ard to change. For example, I have a nephew, when he was born, his parents were about 40 years old, so he has been the apple in his parents eyes and was literally spoiled to death. Forexample, every time when he finds some snacks delicious, it would be impossible for others to ask for sharing. As a

15、result, he is lonely, cranky and unpopular.历年托福考试阅读真题Infantile AmnesiaWhat do you remember about your life before you were three? Few people can remember anything that happened to them in their early years. Adults1 memories of the next few years also tend to be scanty. Most people remember only a fe

16、w events-usually ones that were meaningful and distinctive, such as being hospitalized or a sibling s birth.How might this inability to recall early experiences be explained? The sheer passage of time does not account for it； adults have excellent recognition of pictures of people who attended high

17、school with them 35 years earlier. Another seemingly plausible explanationthat infants do not form enduring memories at this point in development-also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some

18、events a year later. Nor does the hypothesis that infantile amnesia reflects repressionor holding back of sexually charged episodes explain the phenomenon. Whilesuch repression may occur, people cannot remember ordinary events from the infant and toddler periods either.Three other explanations seem

19、more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants and

20、toddlers1 long-term memory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a doll s mouth, or pulling apart two pieces of a toy. The brain s level of physiological maturation may support these types of m

21、emories, but not ones requiring explicit verbal descriptions.A second explanation involves the influence of the social world on children s language use. Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. Through h

22、earing stories with a clear beginning, middle, and ending children may learn to extract the gist of events in ways that they will be able to describe many years later. Consistent with this view, parents and children increasingly engage indiscussions of past events when children are about three years

23、 old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories.A third likely explanation for infantile amnesia involves incompatibilities between the ways in whic

24、h infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the perso

25、n is to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful.This view is supported by a variety of factors that can create mismatches between very young children1s encoding and older children1s and adults1 retrieval efforts. The world looks

26、 very different to a person whose head is only two or three feet above the ground than to one whose head is five or six feet above it. Older children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally. General knowledge of categ

27、ories ofevents such as a birthday party or a visit to the doctor1s office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures.These three explanations of infantile amnesia are not mutually exclusiv

28、e； indeed, they support each other. Physiological immaturity may be part of why infants and toddlers do not form extremely enduring memories, even when they hear stories that promote such remembering in preschoolers. Hearing the stories may lead preschoolers to encode aspects of events that allow th

29、em to form memories they can access as adults. Conversely, improved encoding of what they hear may help them better understand and remember stories and thus make the stories more useful for remembering future events. Thus, all three explanationsphysiological maturation, hearing and producing stories

30、 about past events, and improved encoding of key aspects of eventsseem likely to be involved in overcoming infantile amnesia.Paragraph 2： How might this inability to recall early experiences be explained? The sheer passage of time does not account for it； adults have excellent recognition of picture

31、s of people who attended high school with them 35 years earlier.Another seemingly plausible explanationthat infants do not form enduring memories at this point in development-also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and ele

32、ven month olds remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repressionor holding back -of sexually charged episodes explain the phenomenon. While such repression may occur, people cannot remember ordinary events from the infant and toddler periods either

33、.1. What purpose does paragraph 2 serve in the larger discussion of children s inability to recall early experiences?To argue that theories that are not substantiated by evidence should generally be considered unreliableTo argue that the hypotheses mentioned in paragraph 2 have been more thoroughly

34、researched than have the theories mentioned later in the passageTo explain why some theories about infantile amnesia are wrong before presenting ones more likely to be trueTo explain why infantile amnesia is of great interest to researchers2. The word “plausible” in the passage is closest in meaning

35、 toflexiblebelievabledebatablepredictable3. The word “phenomenon“ in the passage is closest in meaning toexceptionrepetitionoccurrenceidea4. All of the following theories about the inability to recall early experiences are rejected in paragraph 2 EXCEPT：The ability to recall an event decreases as th

36、e time after the event increases.Young children are not capab1e of forming memories that last for more than a short time.People may hold back sexually meaningful memories.Most events in childhood are too ordinary to be worthremembering.Paragraph 3： Three other explanations seem more promising.One in

37、volves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants and toddlersr long-term me

38、mory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a dolls mouth, or pulling apart two pieces of a toy. The brain s level of physiological maturation may support these types of memories, but not ones r

39、equiring explicit verbal descriptions.5. What does paragraph 3 suggest about long-term memory in children?Maturation of the frontal lobes of the brain is important for the long-term memory of motor activities but not verbal descriptions.Young children may form long-term memories of actions they see

40、earlier than of things they hear or are told.Young children have better long-term recall of shortverbal exchanges than of long ones.104. Employees may receive 50% tuition reimbursement for job-related courses taken with asupervisors .(A) approves (B) approval (C) approve (D) to approve105. Mr. Hui,

41、a freelance writer here at ESS Newspapers, has impeccablefor the position of senior editor.(A) qualified (B) qualifications (C) qualify (D) be qualified106. Because of an illness is much cheaper than treatment, the local health clinic will be offering free flu vaccinations this weekend.(A) preventio

42、n (B) prevent (C) to prevent B) prevented107. Legal experts have presented that the DNA samples and fingerprints match.(A) evident (B) evidence (C) evidently (D) to evident108. Mach Corp, has a system that allows clients to manage to employees1 files.(A) access (B) accessible (C) to accessible (D) a

43、ccessibly 109. The average listener will not be able to notice anybetween audio CD and MP3 files.Children s long-term recall of motor activities increases when such activities are accompanied by explicit verbal descriptions.Paragraph 4： A second explanation involves the influence of the social world

44、 on children s language use. Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. Through hearing stories with a clear beginning, middle, and ending children may learn to extract the gist of events in ways that they

45、 will be able to describe many years later. Consistent with this view, parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories

46、to two year olds does not seem to produce long-lasting verbalizable memories.6. According to paragraph 4, what role may storytelling play in forming childhood memories?It may encourage the physiological maturing of the brain.It may help preschool children tell the difference between ordinary and unu

47、sual memories.It may help preschool children retrieve memories quickly.It may provide an ordered structure that facilitates memory retrieval.Paragraph 5： A third likely explanation for infantile amnesia involves incompatibilities between the ways in which infants encode information and the ways in w

48、hich older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the person is to reconstruct the perspective from which

49、 the material was encoded, the more likely that recall will be successful.7. The word critically” in the passage is closest in meaning tofundamentallypartiallyconsistently subsequently8. The word “perspective” in the passage is closest in meaning tosystemtheory sourceviewpointParagraph 6： This view is supported by a variety of factors that can create mismatches between very young childrens