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    托福閱讀真題100篇：嬰幼兒健忘癥
    托福閱讀真題題目：
    　　Infantile Amnesia
    What do you remember about your life before you were three? Few people can remember anything that happened to them in their early years. Adults' memories of the next few years also tend to be scanty. Most people remember only a few 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 school with them 35 years earlier. Another seemingly plausible explanation—that 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 events a year later. Nor does the hypothesis that infantile amnesia reflects repression—or 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.
    Three other explanations seem 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 toddlers' 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 memories, 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 hearing 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 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 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 which 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 person 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 children's encoding and older children's and adults' retrieval efforts. The world looks 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 categories of events such as a birthday party or a visit to the doctor's 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 exclusive; 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 them 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 explanations—physiological maturation, hearing and producing stories about past events, and improved encoding of key aspects of events—seem 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 pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanation—that 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 events a year later. Nor does the hypothesis that infantile amnesia reflects repression—or 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.
    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 unreliable
    To argue that the hypotheses mentioned in paragraph 2 have been more thoroughly researched than have the theories mentioned later in the passage
    To explain why some theories about infantile amnesia are wrong before presenting ones more likely to be true
    To explain why infantile amnesia is of great interest to researchers
    2. The word “plausible” in the passage is closest in meaning to
    flexible
    believable
    debatable
    predictable
    3. The word “phenomenon” in the passage is closest in meaning to
    exception
    repetition
    occurrence
    idea
    4. 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 the time after the event increases.
    Young children are not capable 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 worth remembering.
    Paragraph 3: Three other explanations seem 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 toddlers' 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 memories, but not ones requiring 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 earlier than of things they hear or are told.
    Young children have better long-term recall of short verbal exchanges than of long ones.
    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 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 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 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 unusual 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 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 person is to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful.
    7. The word “critically” in the passage is closest in meaning to
    fundamentally
    partially
    consistently
    subsequently
    8. The word “perspective” in the passage is closest in meaning to
    system
    theory
    source
    viewpoint
    Paragraph 6: This view is supported by a variety of factors that can create mismatches between very young children's encoding and older children's and adults' retrieval efforts. The world looks 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 categories of events such as a birthday party or a visit to the doctor's office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures.
    9. The phrase “This view” in the passage refers to the belief that the ability to retrieve a memory partly depends on the similarity between the encoding and retrieving process the process of encoding information is less complex for adults than it is for young adults and infants and older children are equally dependent on discussion of past events for the retrieval of information infants encode information in the same way older children and adults do
    10. According to paragraphs 5 and 6, one disadvantage very young children face in processing information is that they cannot
    process a lot of information at one time
    organize experiences according to type
    block out interruptions
    interpret the tone of adult language
    Paragraph 7: These three explanations of infantile amnesia are not mutually exclusive; 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 them 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 explanations—physiological maturation, hearing and producing stories about past events, and improved encoding of key aspects of events—seem likely to be involved in overcoming infantile amnesia.
    11. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
    Incomplete physiological development may partly explain why hearing stories does not improve long-term memory in infants and toddlers.
    One reason why preschoolers fail to comprehend the stories they hear is that they are physiologically immature.
    Given the chance to hear stories, infants and toddlers may form enduring memories despite physiological immaturity.
    Physiologically mature children seem to have no difficulty remembering stories they heard as preschoolers.
    12. How does paragraph 7 relate to the earlier discussion of infantile amnesia?
    It introduces a new theory about the causes of infantile amnesia.
    It argues that particular theories discussed earlier in the passage require further research.
    It explains how particular theories discussed earlier in the passage may work in combination.
    It evaluates which of the theories discussed earlier is most likely to be true.
    Paragraph 1: What do you remember about your life before you were three? █Few people can remember anything that happened to them in their early years. █Adults' memories of the next few years also tend to be scanty. █Most people remember only a few events—usually ones that were meaningful and distinctive, such as being hospitalized or a sibling’s birth. █
    13.Look at the four squares [█] that indicate where the following sentence could be added to the passage
    Other important occasions are school graduations and weddings.
    Where would the sentence best fit?
    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 passage or are minor ideas in the passage. This question is worth 2 points.
    There are several possible explanations why people cannot easily remember their early childhoods.
    ●
    ●
    ●
    Answer Choices
    Preschoolers typically do not recall events from their first year.
    Frontal lobe function of the brain may need to develop before memory retrieval can occur.
    Children recall physical activities more easily if they are verbalized.
    The opportunity to hear chronologically narrated stories may help three-year-old children produce long-lasting memories.
    The content of a memory determines the way in which it is encoded.
    The contrasting ways in which young children and adults process information may determine their relative success in remembering.
    　托福閱讀真題參考答案：
    1. ○3
    2. ○2
    3. ○3
    4. ○4
    5. ○2
    6. ○4
    7. ○1
    8. ○4
    9. ○1
    10. ○2
    11. ○1
    12. ○3
    13. ○4
    14. Frontal lobe function…
    The opportunity to hear…
    The contrasting ways in…
    托福閱讀真題參考譯文：
    嬰幼兒健忘癥
    三歲前生活中發(fā)生事情你還記得多少?很少有人能記得嬰幼兒時(shí)期曾經(jīng)發(fā)生在他們身上的事情。成年人對(duì)三歲之后那幾年的記憶也很稀疏。大部分人只記得那些很少的特殊的事情，比如住院或者弟弟妹妹的出生。
    人們無法回憶起幼年事情的現(xiàn)象該如何解釋呢?恐怕時(shí)間的流逝無法闡述清楚，成年人對(duì)35年前的高中同學(xué)照片仍可進(jìn)行清楚地辨認(rèn)。一種看似合理的解釋認(rèn)為，嬰兒時(shí)期，孩子正在發(fā)展對(duì)發(fā)生的事情尚未形成永久性記憶，這種說法并不準(zhǔn)確。兩歲半到三歲的孩子能夠記得他們一歲時(shí)候的事情，比他們大11個(gè)月的孩子也記得一年前的事情。那些假設(shè)嬰幼兒健忘癥反映了孩子們對(duì)充滿性欲的插曲的壓制和隱藏，同樣也解釋不通。這種壓制發(fā)生的時(shí)候，人們連孩提時(shí)代最普通的事情都是無法回憶起來的。
    除此之外的三種解釋似乎更具說服力。一種觀點(diǎn)認(rèn)涉及記憶相關(guān)的生理變化。孩子們?cè)缙诘耐陼r(shí)代中，腦前葉不斷地成熟，它對(duì)記憶發(fā)生的特殊事件以及之后對(duì)這些事情的回想起著至關(guān)重要的作用。嬰幼兒長(zhǎng)期記憶的形成，還會(huì)涉及到他們之前早期看到的或者自身經(jīng)歷的活動(dòng)的重復(fù)，比如：到黑暗的環(huán)境里取東西，把瓶子塞到了洋娃娃的嘴里，或者將玩具撕成兩半等。除了那些需要清晰語言描述的事件之外，大腦生理成熟的程度足以幫助他們記得這些特殊事件。
    第二種觀點(diǎn)與社會(huì)環(huán)境對(duì)孩子運(yùn)用語言的影響有關(guān)。聽故事和講故事將有助于儲(chǔ)存信息，直到他們的童年和成年。聽故事的時(shí)候有個(gè)清晰的開頭、情節(jié)和結(jié)尾會(huì)幫助孩子們提取事件的要點(diǎn)，并且使他們?cè)谶^了很多年以后仍然可以描述這些事情。越來越多的家長(zhǎng)們會(huì)在孩子三歲左右的時(shí)候和他們討論過去發(fā)生的事情，這也與該理論一致。然而，僅僅聽這些故事還是不足以幫更年幼的孩子形成永久的記憶。給兩歲的孩子講故事，并不能使他們形成語言化的記憶。
    第三種可能的解釋認(rèn)為嬰幼兒健忘癥與嬰兒儲(chǔ)存信息的方式和成年后進(jìn)行回憶的方式不相容有關(guān)。人們是否能夠回憶起一件事情的關(guān)鍵在于這兩種方式的匹配程度。兩種方式越匹配，越有助于人們成功回憶之前發(fā)生的事情。
    事實(shí)上，很多因素會(huì)導(dǎo)致嬰幼兒儲(chǔ)存信息的方式和成年人進(jìn)行回憶的方式不匹配。對(duì)于一個(gè)頭離地面兩三尺的孩子來說，這個(gè)世界與那些稍大點(diǎn)的孩子眼中的世界不盡相同。長(zhǎng)大后的孩子和成人經(jīng)常試圖回憶那些他們?cè)?jīng)見過的事物的名字，但在他們的幼兒時(shí)期時(shí)尚未對(duì)此進(jìn)行語言化的信息儲(chǔ)存。人們對(duì)類似生日聚會(huì)或者拜訪醫(yī)生診所類似事件的分類常識(shí)有助于人們記憶他們的經(jīng)歷，但是，嬰幼兒時(shí)期的孩子們似乎缺乏這些知識(shí)結(jié)構(gòu)來幫助他們儲(chǔ)存信息。
    以上三種關(guān)于幼兒期遺忘的解釋實(shí)際上并非互斥，他們是相互支持的。學(xué)齡前孩子聽到那些可以促進(jìn)他們回憶的故事時(shí)，生理上的不成熟是導(dǎo)致他們無法形成長(zhǎng)久記憶的原因之一。聽那些故事將有助于學(xué)齡前孩子在腦中儲(chǔ)存已經(jīng)發(fā)生的事情，以便形成他們可以像成年人那樣自由提取的記憶。相反，將他們聽到的故事進(jìn)行更進(jìn)一步的編碼將有助于他們更好地理解和記憶，因此，那些故事將對(duì)他們記住將來發(fā)生的事情更有幫助。綜上所述，生理上的成熟、聽故事和講故事以及改進(jìn)對(duì)事件關(guān)鍵信息的編碼都有助于克服嬰幼兒遺忘癥。
    13.Look at the four squares [█]that indicate where the following sentence could be added to the passage
    托福閱讀真題題目：
    　　Powering the Industrial Revolution
    In Britain one of the most dramatic changes of the Industrial Revolution was the harnessing of power. Until the reign of George Ⅲ(1760-1820), available sources of power for work and travel had not increased since the Middle Ages. There were three sources of power: animal or human muscles; the wind, operating on sail or windmill; and running water. Only the last of these was suited at all to the continuous operating of machines, and although waterpower abounded in Lancashire and Scotland and ran grain mills as well as textile mills, it had one great disadvantage: streams flowed where nature intended them to, and water-driven factories had to be located on their banks whether or not the location was desirable for other reasons. Furthermore, even the most reliable waterpower varied with the seasons and disappeared in a drought. The new age of machinery, in short, could not have been born without a new source of both movable and constant power.
    The source had long been known but not exploited. Early in the eighteenth century, a pump had come into use in which expanding steam raised a piston in a cylinder, and atmospheric pressure brought it down again when the steam condensed inside the cylinder to form a vacuum. This “atmospheric engine,” invented by Thomas Savery and vastly improved by his partner, Thomas Newcomen, embodied revolutionary principles, but it was so slow and wasteful of fuel that it could not be employed outside the coal mines for which it had been designed. In the 1760s, James Watt perfected a separate condenser for the steam, so that the cylinder did not have to be cooled at every stroke; then he devised a way to make the piston turn a wheel and thus convert reciprocating (back and forth) motion into rotary motion. He thereby transformed an inefficient pump of limited use into a steam engine of a thousand uses. The final step came when steam was introduced into the cylinder to drive the piston backward as well as forward, thereby increasing the speed of the engine and cutting its fuel consumption.
    Watt's steam engine soon showed what it could do. It liberated industry from dependence on running water. The engine eliminated water in the mines by driving efficient pumps, which made possible deeper and deeper mining. The ready availability of coal inspired William Murdoch during the 1790s to develop the first new form of nighttime illumination to be discovered in a millennium and a half. Coal gas rivaled smoky oil lamps and flickering candles, and early in the new century, well-to-do Londoners grew accustomed to gaslit houses and even streets. Iron manufacturers, which had starved for fuel while depending on charcoal, also benefited from ever-increasing supplies of coal: blast furnaces with steam-powered bellows turned out more iron and steel for the new machinery. Steam became the motive force of the Industrial Revolution as coal and iron ore were the raw materials.
    By 1800 more than a thousand steam engines were in use in the British Isles, and Britain retained a virtual monopoly on steam engine production until the 1830s. Steam power did not merely spin cotton and roll iron; early in the new century, it also multiplied ten times over the amount of paper that a single worker could produce in a day. At the same time, operators of the first printing presses run by steam rather than by hand found it possible to produce a thousand pages in an hour rather than thirty. Steam also promised to eliminate a transportation problem not fully solved by either canal boats or turnpikes. Boats could carry heavy weights, but canals could not cross hilly terrain; turnpikes could cross the hills, but the roadbeds could not stand up under great weights. These problems needed still another solution, and the ingredients for it lay close at hand. In some industrial regions, heavily laden wagons, with flanged wheels, were being hauled by horses along metal rails; and the stationary steam engine was puffing in the factory and mine. Another generation passed before inventors succeeded in combining these ingredients, by putting the engine on wheels and the wheels on the rails, so as to provide a machine to take the place of the horse. Thus the railroad age sprang from what had already happened in the eighteenth century.
    Paragraph 1: In Britain one of the most dramatic changes of the Industrial Revolution was the harnessing of power. Until the reign of George Ⅲ(1760-1820), available sources of power for work and travel had not increased since the Middle Ages. There were three sources of power: animal or human muscles; the wind, operating on sail or windmill; and running water. Only the last of these was suited at all to the continuous operating of machines, and although waterpower abounded in Lancashire and Scotland and ran grain mills as well as textile mills, it had one great disadvantage: streams flowed where nature intended them to, and water-driven factories had to be located on their banks whether or not the location was desirable for other reasons. Furthermore, even the most reliable waterpower varied with the seasons and disappeared in a drought. The new age of machinery, in short, could not have been born without a new source of both movable and constant power.
    Paragraph 2: The source had long been known but not exploited. Early in the eighteenth century, a pump had come into use in which expanding steam raised a piston in a cylinder, and atmospheric pressure brought it down again when the steam condensed inside the cylinder to form a vacuum. This “atmospheric engine,” invented by Thomas Savery and vastly improved by his partner, Thomas Newcomen, embodied revolutionary principles, but it was so slow and wasteful of fuel that it could not be employed outside the coal mines for which it had been designed. In the 1760s, James Watt perfected a separate condenser for the steam, so that the cylinder did not have to be cooled at every stroke; then he devised a way to make the piston turn a wheel and thus convert reciprocating (back and forth) motion into rotary motion. He thereby transformed an inefficient pump of limited use into a steam engine of a thousand uses. The final step came when steam was introduced into the cylinder to drive the piston backward as well as forward, thereby increasing the speed of the engine and cutting its fuel consumption.
    1. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
    ○ Running water was the best power source for factories since it could keep machines operating continuously, but since it was abundant only in Lancashire and Scotland, most mills and factories that were located elsewhere could not be water driven.
    ○ The disadvantage of using waterpower is that streams do not necessarily flow in places that are the most suitable for factories, which explains why so many water-powered grain and textile mills were located in undesirable places.
    ○ Since machines could be operated continuously only where running water was abundant, grain and textile mills, as well as other factories, tended to be located only in Lancashire and Scotland.
    ○ Running water was the only source of power that was suitable for the continuous operation of machines, but to make use of it, factories had to be located where the water was, regardless of whether such locations made sense otherwise.
    2. Which of the following best describes the relation of paragraph 2 to paragraph 1?
    ○Paragraph 2 shows how the problem discussed in paragraph 1 arose.
    ○Paragraph 2 explains how the problem presented in paragraph 1 came to be solved.
    ○Paragraph 2 provides a more technical discussion of the problem introduced in paragraph 1.
    ○Paragraph 2 shows why the problem discussed in paragraph 1 was especially important to solve.
    3. The word “exploited” in the passage is closest in meaning to
    ○utilized
    ○recognized
    ○examined
    ○fully understood
    4. The word “vastly” in the passage is closet in meaning to
    ○quickly
    ○ultimately
    ○greatly
    ○initially
    5. According to paragraph 2, the “atmospheric engine” was slow because
    ○it had been designed to be used in coal mines
    ○the cylinder had to cool between each stroke
    ○it made use of expanding steam to raise the piston in its cylinder
    ○it could be operated only when a large supply of fuel was available
    Paragraph 2: The source had long been known but not exploited. Early in the eighteenth century, a pump had come into use in which expanding steam raised a piston in a cylinder, and atmospheric pressure brought it down again when the steam condensed inside the cylinder to form a vacuum. This “atmospheric engine,” invented by Thomas Savery and vastly improved by his partner, Thomas Newcomen, embodied revolutionary principles, but it was so slow and wasteful of fuel that it could not be employed outside the coal mines for which it had been designed. In the 1760s, James Watt perfected a separate condenser for the steam, so that the cylinder did not have to be cooled at every stroke; then he devised a way to make the piston turn a wheel and thus convert reciprocating (back and forth) motion into rotary motion. He thereby transformed an inefficient pump of limited use into a steam engine of a thousand uses. The final step came when steam was introduced into the cylinder to drive the piston backward as well as forward, thereby increasing the speed of the engine and cutting its fuel consumption.
    6. According to paragraph 2, Watt's steam engine differed from earlier steam engines in each of the following ways EXCEPT:
    ○ It used steam to move a piston in a cylinder.
    ○ It worked with greater speed.
    ○ It was more efficient in its use of fuel.
    ○ It could be used in many different ways.
    Paragraph 3: Watt's steam engine soon showed what it could do. It liberated industry from dependence on running water. The engine eliminated water in the mines by driving efficient pumps, which made possible deeper and deeper mining. The ready availability of coal inspired William Murdoch during the 1790s to develop the first new form of nighttime illumination to be discovered in a millennium and a half. Coal gas rivaled smoky oil lamps and flickering candles, and early in the new century, well-to-do Londoners grew accustomed to gaslit houses and even streets. Iron manufacturers, which had starved for fuel while depending on charcoal, also benefited from ever-increasing supplies of coal: blast furnaces with steam-powered bellows turned out more iron and steel for the new machinery. Steam became the motive force of the Industrial Revolution as coal and iron ore were the raw materials.
    7. In paragraph 3, the author mentions William Murdoch’s invention of a new form of nighttime illumination in order to
    ○indicate one of the important developments made possible by the introduction of Watt's steam engine
    ○make the point that Watt's steam engine was not the only invention of importance to the Industrial Revolution
    ○illustrate how important coal was as a raw material for the Industrial Revolution
    ○provide an example of another eighteenth-century invention that used steam as a power source
    8. The phrase “grew accustomed to” in the passage is closest in meaning to
    ○began to prefer
    ○wanted to have
    ○became used to
    ○insisted on
    Paragraph 4: By 1800 more than a thousand steam engines were in use in the British Isles, and Britain retained a virtual monopoly on steam engine production until the 1830s. Steam power did not merely spin cotton and roll iron; early in the new century, it also multiplied ten times over the amount of paper that a single worker could produce in a day. At the same time, operators of the first printing presses run by steam rather than by hand found it possible to produce a thousand pages in an hour rather than thirty. Steam also promised to eliminate a transportation problem not fully solved by either canal boats or turnpikes. Boats could carry heavy weights, but canals could not cross hilly terrain; turnpikes could cross the hills, but the roadbeds could not stand up under great weights. These problems needed still another solution, and the ingredients for it lay close at hand. In some industrial regions, heavily laden wagons, with flanged wheels, were being hauled by horses along metal rails; and the stationary steam engine was puffing in the factory and mine. Another generation passed before inventors succeeded in combining these ingredients, by putting the engine on wheels and the wheels on the rails, so as to provide a machine to take the place of the horse. Thus the railroad age sprang from what had already happened in the eighteenth century.
    9. The word “retained” in the passage is closest in meaning to
    ○gained
    ○established
    ○profited from
    ○maintained
    10. According to paragraph 4, which of the following statements about steam engines is true?
    ○They were used for the production of paper but not for printing.
    ○B(yǎng)y 1800, significant numbers of them were produced outside of Britain.
    ○They were used in factories before they were used to power trains.
    ○They were used in the construction of canals and turnpikes.
    11. According to paragraph 4, providing a machine to take the place of the horse involved combining which two previously separate ingredients?
    ○Turnpikes and canals
    ○Stationary steam engines and wagons with flanged wheels
    ○Metal rails in roadbeds and wagons capable of carrying heavy loads
    ○Canal boats and heavily laden wagons
    Paragraph 3: █Watt's steam engine soon showed what it could do. █It liberated industry from dependence on running water. █The engine eliminated water in the mines by driving efficient pumps, which made possible deeper and deeper mining. █The ready availability of coal inspired William Murdoch during the 1790s to develop the first new form of nighttime illumination to be discovered in a millennium and a half. Coal gas rivaled smoky oil lamps and flickering candles, and early in the new century, well-to-do Londoners grew accustomed to gaslit houses and even streets. Iron manufacturers, which had starved for fuel while depending on charcoal, also benefited from ever-increasing supplies of coal: blast furnaces with steam-powered bellows turned out more iron and steel for the new machinery. Steam became the motive force of the Industrial Revolution as coal and iron ore were the raw materials.
    12.Look at the four squares [█] that indicate where the following sentence could be added to the passage.
    The factories did not have to go to the streams when power could come to the factories.
    Where would the sentence best fit?
    13. 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 passage or are minor ideas in the passage. This question is worth 2 points.
    The Industrial Revolution would not have been possible without a new source of power that was efficient, movable, and continuously available.
    ●
    ●
    ●
    Answer Choices
    ○In the early eighteenth century, Savery and Newcomen discovered that expanding steam could be used to raise a piston in a cylinder.
    ○Watt’s steam engine played a leading role in greatly increasing industrial production of all kinds.
    ○Until the 1830s, Britain was the world’s major producer of steam engines.
    ○In the mid-1700s James Watt transformed an inefficient steam pump into a fast, flexible, fuel-efficient engine.
    ○In the 1790s William Murdoch developed a new way of lighting houses and streets using coal gas.
    ○The availability of steam engines was a major factor in the development of railroads, which solved a major transportation problem.
    托福閱讀真題參考答案：
    1. ○4
    2. ○2
    3. ○1
    4. ○3
    5. ○2
    6. ○1
    7. ○1.
    8. ○3
    9. ○4
    10. ○3
    11. ○2
    12. ○3
    13. Watt’s steam engine played …
    In the mid-1700s James Watt…
    The availability of steam…
    托福閱讀真題參考譯文：
    驅(qū)動(dòng)工業(yè)革命
    在英國(guó)，工業(yè)革命帶來的最大的變化之一就是動(dòng)力的運(yùn)用。從中世紀(jì)到喬治三世統(tǒng)治時(shí)期，用于勞作及行駛的動(dòng)力一直沒有得到發(fā)展。當(dāng)時(shí)的驅(qū)動(dòng)力僅限于三種：動(dòng)物或人力;風(fēng)力，用于航行或者風(fēng)車;流水產(chǎn)生的動(dòng)力。其中只有水力可以用于支持持續(xù)運(yùn)轉(zhuǎn)的機(jī)器，盡管在當(dāng)時(shí)的蘭開夏和蘇格蘭地區(qū)水力資源極其豐富，被用于谷物作坊和紡織廠，但這種動(dòng)力存在一個(gè)極大的缺陷：水的流向是由自然因素決定的，因此，不論適不適合工廠選址，利用水利生產(chǎn)的工廠都必須建造在能夠提供水資源動(dòng)力的岸邊。再者，即便是最可靠的水資源也會(huì)受到季節(jié)變化和干旱的影響?？傊瑳]有可持續(xù)提供動(dòng)力并且可移動(dòng)的能源就沒有新機(jī)械化時(shí)代的產(chǎn)生。
    一直以來，人們很早就了解這種能源，不過沒能成功開發(fā)。在十八世紀(jì)早期，泵曾被用于在氣缸中使蒸汽推動(dòng)活塞，氣缸內(nèi)部的蒸汽被壓縮形成真空環(huán)境，大氣壓又使得活塞下降，這一由托馬斯賽佛瑞發(fā)明并由他的同伴托馬斯紐科門對(duì)其進(jìn)行改良的“大氣引擎”，被賦予了革命性的工作原理。但其效率低下且浪費(fèi)燃料，無法在煤礦以外的地區(qū)使用，這與最初的設(shè)計(jì)期望背道而馳。十八世紀(jì)六十年代，詹姆士瓦特完善了分離的蒸汽冷凝器，因此不必每次活塞運(yùn)動(dòng)后都要冷卻氣缸;隨后，他又發(fā)明了一種新的方法，使得活塞可以旋轉(zhuǎn)運(yùn)動(dòng)，即從原來的往復(fù)運(yùn)動(dòng)演變成為循環(huán)運(yùn)動(dòng)，原本效率低下運(yùn)用范圍有限的活塞式結(jié)構(gòu)從此演變成為得到廣泛運(yùn)用的蒸汽模式。最終，蒸汽被運(yùn)用于汽缸中將活塞推回，從而加快了機(jī)器的運(yùn)轉(zhuǎn)速度并降低了能源消耗。
    瓦特發(fā)明的蒸汽機(jī)很快就展現(xiàn)出了它的作用，把依賴水源的工業(yè)解放了出來。通過泵將礦井中的水排出，礦井能挖掘得更深。十八世紀(jì)末，由威廉默多克引領(lǐng)的煤炭利用，促成了一千五百年以來首例夜間照明設(shè)備的誕生。新世紀(jì)伊始，煤氣在與冒煙的油燈和忽閃的蠟燭的比較中占凈優(yōu)勢(shì)，經(jīng)濟(jì)富裕的倫敦人也開始習(xí)慣了煤氣家用照明甚至街道照明。依賴于木炭供應(yīng)的鐵匠們亟需燃料，他們也受益于越來越多的煤炭供應(yīng)。配備有蒸汽動(dòng)力的鼓風(fēng)爐使得越來越多的鋼鐵供應(yīng)成為可能。蒸汽成為了工業(yè)革命中的主要?jiǎng)恿?，?dāng)時(shí)的煤礦和鐵礦成為了是工業(yè)的主要原材料。
    十九世紀(jì)時(shí)，英國(guó)已經(jīng)擁有上千臺(tái)蒸汽發(fā)動(dòng)機(jī)，直到19世紀(jì)30年代以前，英國(guó)在蒸汽機(jī)的生產(chǎn)方面一直處于實(shí)質(zhì)性壟斷地位。蒸汽機(jī)不僅可以用于織布、煉鐵，19世紀(jì)早期，蒸汽機(jī)的使用同樣大大提高了造紙的效率，蒸汽動(dòng)力生產(chǎn)的產(chǎn)量是一個(gè)工人一天產(chǎn)量的10倍。那時(shí)，第一臺(tái)利用蒸汽發(fā)動(dòng)的印刷機(jī)1小時(shí)就能完成手動(dòng)印刷機(jī)30小時(shí)完成的工作量。蒸汽動(dòng)力還實(shí)現(xiàn)了運(yùn)河及收費(fèi)公路無法完全解決的運(yùn)輸問題。貨船的確可以負(fù)荷重物，但人們無法利用運(yùn)河在多山的區(qū)域?qū)崿F(xiàn)運(yùn)輸，雖然利用公路可以穿實(shí)現(xiàn)在多山區(qū)域的運(yùn)輸，但路面的承載能力有限。這些問題都需要其他解決方法，解決問題所需要的條件其實(shí)唾手可得。在一些工業(yè)地區(qū)，四輪馬車用于承載重物，它們配備有帶凸的緣輪，通過馬力拉車在鐵軌上行駛;靜止的蒸汽發(fā)動(dòng)機(jī)廣泛運(yùn)用于工廠和礦井之中。直到過了一代，另一批發(fā)明家們才將這些條件成功組合在一起，給車輪配備上蒸汽動(dòng)力，讓輪子在鐵路上運(yùn)轉(zhuǎn)，利用機(jī)器替代了原有的馬。這就是鐵路時(shí)代從十八世紀(jì)既有條件發(fā)展起來的過程。
    ○ characteristically