2022托福历年真题题目及答案

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.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 increaseMake sure that transportation to and from the river is arranged to your .(A) satisfactory (B) satisfaction (C) sat

3、isfy (D) to satisfyThe 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 to finish the ho

4、mework. 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 I d like to wo

5、rk 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 household tasks. L

6、ots 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 they have skil

7、ls 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 selfish, to speak i

8、mpolitely, 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 impolite things or

9、 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 others and if that

10、 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 kids arenatural

11、ly 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 places. Actuall

12、y, 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 restaurant, bu

13、s 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 hard to change.

14、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 result, he is l

15、onely, 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 few events-usuall

16、y 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 the

17、m 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 events a year l

18、ater. 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 more promising.

19、 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 toddlers1 long-

20、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 no

21、t 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

22、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 old. However,

23、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 encod

24、e 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 reconst

25、ruct 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 very different

26、 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 ofevents

27、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 exclusive； indeed, they

28、 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 memo

29、ries 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 about past eve

30、nts, 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 pictures of people who

31、 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 eleven month olds

32、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.What purpose d

33、oes 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 researched than ha

34、ve 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 researchersThe word “plausible” in the passage is closest in meaning toflexiblebelievable

35、debatablepredictableThe word “phenomenon“ in the passage is closest in meaning toexceptionrepetitionoccurrenceideaAll 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 incr

36、eases.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 involves physiological change

37、s 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 memory have involved their re

38、peating 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 requiring explicit verbal de

39、scriptions.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 he

40、ar or are told.Young children have better long-term recall of shortverbal exchanges than of long ones.Employees may receive 50% tuition reimbursement for job-related courses taken with asupervisors .(A) approves (B) approval (C) approve (D) to approveMr. Hui, a freelance writer here at ESS Newspaper

41、s, has impeccablefor the position of senior editor.(A) qualified (B) qualifications (C) qualify (D) be qualifiedBecause of an illness is much cheaper than treatment, the local health clinic will be offering free flu vaccinations this weekend.(A) prevention (B) prevent (C) to prevent B) preventedLega

42、l experts have presented that the DNA samples and fingerprints match.(A) evident (B) evidence (C) evidently (D) to evidentMach Corp, has a system that allows clients to manage to employees1 files.(A) access (B) accessible (C) to accessible (D) accessibly 109. The average listener will not be able to

43、 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 on children s language use. Hearing and telling storie

44、s 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

45、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

46、verbalizable memories.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 memo

47、ries 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

48、 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 wil

49、l be successful.The word critically” in the passage is closest in meaning tofundamentallypartiallyconsistently subsequentlyThe 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

50、between very young childrens encoding and older children1 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

51、 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 doctor1s office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experience

52、s within such knowledge structures.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

53、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 doAccording to paragraphs 5 and 6, one disadvantage very young children face in processing information is that they

54、cannotprocess a lot of information at one time organize experiences according to type block out interruptions interpret the tone of adult language 一 *、Industrialization came to the United State after 1790 as North American entrepreneurs increased productivity by reorganizing work and building factor

55、ies. These innovations in manufacturing boosted output and living standards to an unprecedented extent； the average per capita wealth increased by nearly 1 percent per year - 30 percent over the course of a generation. Goods that had once been luxury items became part of everyday life.The impressive

56、 gain in output stemmed primarily from the way in which workers made goods, since the 1790rs, North American entrepreneurs even without technological improvements had broadened the scope of the outwork system that made manufacturing more efficient by distributing materials to a succession of workers

57、 who each performed asingle step of the production process. For example, during the 18201 s and 1830f s the shoe industry greatly expanded the scale and extend of the outwork system. Tens of thousands of rural women, paid according to the amount they produced, fabricated the uppers of shoes, which w

58、ere bound to the soles by wage-earning journeymen shoemakers in dozens of Massachusetts towns, whereas previously journeymen would have made the entire shoe. This system of production made the employer a powerful “shoe boss“ and eroded workers1 control over the pace and conditions of labor. However,

59、 it also dramatically increased the output of shoes while cutting their price.For tasks that were not suited to the outwork system, entrepreneurs created an even more important new organization, the modem factory, which used power-driven machines and assembly-line techniques to turn out large quanti

60、ties of well-made goods. As early as 1782 the prolific Delaware inventor Oliver Evans had built a highly automated, laborsaving flour mill driven by water power. His machinery lifted the grain to the top of the mill, cleaned it as it fell into containers known as hoppers, ground the grain into flour